Practical Guide for Designing Activities that Integrate Curricular Content, Computational Thinking and Constructionist Theory
Resumo
This paper presents a practical guide to encourage professionals to reflect on aspects that must be considered for the elaboration of a didactic activity that integrates: a) promotion of curricular learning; b) development of Computational Thinking; and c) a constructionist learning environment. A proof of concept shows that the guide has the potential to instigate teachers of k-12 education in the development of activities with the proposed characteristics.
Palavras-chave:
Computational Thinking, Constructionist Theory, Curriculum, Basic Education
Referências
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., and Zagami, J. (2016). A k-6 computational thinking curriculum framework: Implications for teacher knowledge. Educational Technology and Society, 19(3):47–57.
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Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2):141–178.
Chanthala, C., Santiboon, T., and Ponkham, K. (2018). Instructional designing the stem education model for fostering creative thinking abilities in physics laboratory environment classes. AIP Conference Proceedings, 1923(1).
Collins, A. (1992). Toward a design science of education. In New directions in educational technology, pages 15–22. Springer.
Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C., and Woollard, J. (2015). Computational thinking - a guide for teachers. Project report, Computing At School.
Israel, M., Liu, R., Yan, W., Sherwood, H., Martin, W., Fancseli, C., Rivera-Cash, E., and Adair, A. (2022). Understanding Barriers to School-Wide Computational Thinking Integration at the Elementary Grades: Lessons from Three Schools, page 64–71. Association for Computing Machinery, New York, NY, USA.
Lee, I. et al. (2011). Computational thinking for youth in practice. Acm Inroads, 2(1):32–37.
Maltempi, M. V. (2004). Construcionismo: pano de fundo para pesquisas em informática aplicada à Educação Matemática. Editora Cortez, São Paulo.
Martinelli, S. R. et al. (2019). Multitact: uma abordagem para a construção de atividades de ensino multidisciplinares para estimular o pensamento computacional no ensino fundamental I. Master’s thesis, Universidade Federal de São Carlos.
Matta, A. E. R., da Silva, F. d. P. S., and Boaventura, E. M. (2014). Design-based research ou pesquisa de desenvolvimento: metodologia para pesquisa aplicada de inovação em educação do século XXI. Revista da FAEEBA-Educação e Contemporaneidade, 23(42):23–36.
MEC (2018). Base nacional comum curricular. Disponível em: http://basenacionalcomum.mec.gov.br. Acesso em: 27 de junho de 2022.
Neto, A. J. R., Borges, M. M., and Roque, L. (2018). A preliminary study of proof of concept practices and their connection with information systems and information science. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM’18, page 270–275, New York. ACM.
Ortiz, J. and Pereira, R. (2018). Um mapeamento sistemático sobre as iniciativas para promover o pensamento computacional. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 29(1):1093.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, New York, NY, USA.
Reis, D. and Amiel, T. (2019). Pesquisa baseada em design: Um mapeamento sistemático da produção acadêmica em acesso aberto em língua portuguesa. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 30(1):299.
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play. MIT Press, Cambridge, Massachusetts, EUA.
Resnick, M. et al. (2009). Scratch: programming for all. Communications of the ACM, 52(11):60–67.
Rodrigues, S., Aranha, E., and Silva, T. (2018). Computação desplugada no ensino de programação: Uma revisão sistemática da literatura. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 29(1):417.
Saad, A. and Zainudin, S. (2022). A review of project-based learning (PBL) and computational thinking (CT) in teaching and learning. Learning and Motivation, 78:101802.
Selby, C. and Woollard, J. (2013). Computational thinking: the developing definition. Project report, University of Southampton.
Souza, F. and Nunes, M. (2019). Práticas e resultados obtidos na aplicação do pensamento computacional desplugado no ensino básico: Um mapeamento sistemático. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 30(1):289.
Thies, R. and Vahrenhold, J. (2012). Reflections on outreach programs in cs classes: Learning objectives for unplugged activities. In Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, SIGCSE ’12, page 487–492, New York, NY, USA. Association for Computing Machinery.
Tsai, M.-J., Liang, J.-C., Lee, S.W.-Y., and Hsu, C.-Y. (2021). Structural validation for the developmental model of computational thinking. Journal of Educational Computing Research.
Valente, J. A. (2019). Pensamento computacional, letramento computacional ou competência digital? Novos desafios da educação. Revista Educação e Cultura Contemporânea, 16(43):147–168.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wing, J. M. (2014). Computational thinking benefits society. 40th Anniversary Blog of Social Issues in Computing, 2014:26.
Yadav, A., Gretter, S., Good, J., and McLean, T. (2017). Computational Thinking in Teacher Education, pages 205–220. Springer International Publishing, Cham.
Bordini, A., Avila, C., Marques, M., Foss, L., and Cavalheiro, S. (2017). Pensamento computacional nos ensinos fundamental e médio: uma revisão sistemática. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 28(1):123
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2):141–178.
Chanthala, C., Santiboon, T., and Ponkham, K. (2018). Instructional designing the stem education model for fostering creative thinking abilities in physics laboratory environment classes. AIP Conference Proceedings, 1923(1).
Collins, A. (1992). Toward a design science of education. In New directions in educational technology, pages 15–22. Springer.
Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C., and Woollard, J. (2015). Computational thinking - a guide for teachers. Project report, Computing At School.
Israel, M., Liu, R., Yan, W., Sherwood, H., Martin, W., Fancseli, C., Rivera-Cash, E., and Adair, A. (2022). Understanding Barriers to School-Wide Computational Thinking Integration at the Elementary Grades: Lessons from Three Schools, page 64–71. Association for Computing Machinery, New York, NY, USA.
Lee, I. et al. (2011). Computational thinking for youth in practice. Acm Inroads, 2(1):32–37.
Maltempi, M. V. (2004). Construcionismo: pano de fundo para pesquisas em informática aplicada à Educação Matemática. Editora Cortez, São Paulo.
Martinelli, S. R. et al. (2019). Multitact: uma abordagem para a construção de atividades de ensino multidisciplinares para estimular o pensamento computacional no ensino fundamental I. Master’s thesis, Universidade Federal de São Carlos.
Matta, A. E. R., da Silva, F. d. P. S., and Boaventura, E. M. (2014). Design-based research ou pesquisa de desenvolvimento: metodologia para pesquisa aplicada de inovação em educação do século XXI. Revista da FAEEBA-Educação e Contemporaneidade, 23(42):23–36.
MEC (2018). Base nacional comum curricular. Disponível em: http://basenacionalcomum.mec.gov.br. Acesso em: 27 de junho de 2022.
Neto, A. J. R., Borges, M. M., and Roque, L. (2018). A preliminary study of proof of concept practices and their connection with information systems and information science. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM’18, page 270–275, New York. ACM.
Ortiz, J. and Pereira, R. (2018). Um mapeamento sistemático sobre as iniciativas para promover o pensamento computacional. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 29(1):1093.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books, New York, NY, USA.
Reis, D. and Amiel, T. (2019). Pesquisa baseada em design: Um mapeamento sistemático da produção acadêmica em acesso aberto em língua portuguesa. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 30(1):299.
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play. MIT Press, Cambridge, Massachusetts, EUA.
Resnick, M. et al. (2009). Scratch: programming for all. Communications of the ACM, 52(11):60–67.
Rodrigues, S., Aranha, E., and Silva, T. (2018). Computação desplugada no ensino de programação: Uma revisão sistemática da literatura. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 29(1):417.
Saad, A. and Zainudin, S. (2022). A review of project-based learning (PBL) and computational thinking (CT) in teaching and learning. Learning and Motivation, 78:101802.
Selby, C. and Woollard, J. (2013). Computational thinking: the developing definition. Project report, University of Southampton.
Souza, F. and Nunes, M. (2019). Práticas e resultados obtidos na aplicação do pensamento computacional desplugado no ensino básico: Um mapeamento sistemático. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 30(1):289.
Thies, R. and Vahrenhold, J. (2012). Reflections on outreach programs in cs classes: Learning objectives for unplugged activities. In Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, SIGCSE ’12, page 487–492, New York, NY, USA. Association for Computing Machinery.
Tsai, M.-J., Liang, J.-C., Lee, S.W.-Y., and Hsu, C.-Y. (2021). Structural validation for the developmental model of computational thinking. Journal of Educational Computing Research.
Valente, J. A. (2019). Pensamento computacional, letramento computacional ou competência digital? Novos desafios da educação. Revista Educação e Cultura Contemporânea, 16(43):147–168.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wing, J. M. (2014). Computational thinking benefits society. 40th Anniversary Blog of Social Issues in Computing, 2014:26.
Yadav, A., Gretter, S., Good, J., and McLean, T. (2017). Computational Thinking in Teacher Education, pages 205–220. Springer International Publishing, Cham.
Publicado
16/11/2022
Como Citar
AVILA, Christiano Martino Otero; CAVALHEIRO, Simone André da Costa.
Practical Guide for Designing Activities that Integrate Curricular Content, Computational Thinking and Constructionist Theory. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 208-219.
DOI: https://doi.org/10.5753/sbie.2022.225108.
