Qualificação de Professores do Ensino Básico com Jogos: Um Mapeamento Sistemático
Resumo
Este artigo apresenta um mapeamento sistemático da literatura envolvendo estudos que visam qualificar professores do ensino básico para uso de jogos e interface imersivas em suas aulas, engajando alunos e favorecendo o aprendizado. A necessidade de realização de tal mapeamento se deve ao fato da maioria dos trabalhos da literatura lidam com as tecnologias citadas tendo o aluno como principal foco, enquanto os professores em geral não são preparados para continuidade das atividades. A partir do mapeamento apresentado neste trabalho tornou-se possível responder perguntas de pesquisa e identificar oportunidades.Referências
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Dlab, M. H., Hoic-Bozic, N., Mezak, J., and Zunic, M. (2020). Supporting croatian primary school teachers in designing game based learning activities: A case study. In ECGBL 2020 14th European Conference on Game-Based Learning, page 125. Academic Conferences limited.
Fagerlund, J., Häkkinen, P., Vesisenaho, M., and Viiri, J. (2021). Computational thinking in programming with scratch in primary schools: A systematic review. Computer Applications in Engineering Education, 29(1):12–28.
Guenaga, M., Mentxaka, I., Garaizar, P., Eguiluz, A., Villagrasa, S., and Navarro, I. (2017). Make world, a collaborative platform to develop computational thinking and steam. In Learning and Collaboration Technologies. Technology in Education: 4th International Conference, LCT 2017, Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9-14, 2017, Proceedings, Part II 4, pages 50–59. Springer.
Hsu, T.-C., Chang, S.-C., and Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126:296–310.
Jagušt, T., Krzic, A. S., Gledec, G., Grgić, M., and Bojic, I. (2018). Exploring different unplugged game-like activities for teaching computational thinking. In 2018 IEEE Frontiers in Education Conference (FIE), pages 1–5. IEEE.
Jovanov, M., Stankov, E., Mihova, M., Ristov, S., and Gusev, M. (2016). Computing as a new compulsory subject in the macedonian primary schools curriculum. In 2016 IEEE Global Engineering Education Conference (EDUCON), pages 680–685. IEEE.
Koh, K. H., Repenning, A., Nickerson, H., Endo, Y., and Motter, P. (2013). Will it stick? exploring the sustainability of computational thinking education through game design. In Proceeding of the 44th acm technical symposium on computer science education, pages 597–602.
Lamprou, A., Repenning, A., and Escherle, N. A. (2017). The solothurn project: Bringing computer science education to primary schools in switzerland. In Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education, pages 218–223.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson, R., and Hester-Croff, C. (2018). Preparing teachers to engage rural students in computational thinking through robotics, game design, and culturally responsive teaching. Journal of Teacher Education, 69(4):386–407.
Lyon, J. A. and J. Magana, A. (2020). Computational thinking in higher education: A review of the literature. Computer Applications in Engineering Education, 28(5):1174– 1189.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., et al. (2021). The prisma 2020 statement: an updated guideline for reporting systematic reviews. Systematic reviews, 10(1):1–11.
Papadakis, S. and Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3):231–246.
Plumettaz-Sieber, M., Bonnat, C., and Sanchez, E. (2019). Debriefing and knowledge processing an empirical study about game-based learning for computer education. In Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings 8, pages 32–41. Springer.
Repenning, A., Zurmühle, J., Lamprou, A., and Hug, D. (2020). Computational music thinking patterns: Connecting music education with computer science education through the design of interactive notations. In CSEDU (1), pages 641–652.
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.
Silva, M. et al. (2000). Sala de aula interativa. Quartet Rio de Janeiro.
Tang, X., Yin, Y., Lin, Q., Hadad, R., and Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148:103798.
Tankiz, E. and Atman Uslu, N. (2022). Preparing pre-service teachers for computational thinking skills and its teaching: A convergent mixed-method study. Technology, Knowledge and Learning, pages 1–23.
Tsai, F.-H., Hsiao, H.-S., Yu, K.-C., and Lin, K.-Y. (2021). Development and effectiveness evaluation of a stem-based game-design project for preservice primary teacher education. International Journal of Technology and Design Education, pages 1–22.
Tucker-Raymond, E., Cassidy, M., and Puttick, G. (2021). Science teachers can teach computational thinking through distributed expertise. Computers & Education, 173:104284.
Xinogalos, S. (2022). Designing, deploying and evaluating an undergraduate course on the “didactics of informatics”. In International Conference on Technology and Innovation in Learning, Teaching and Education, pages 83–99. Springer.
Angeli, C. and Jaipal-Jamani, K. (2018). Preparing pre-service teachers to promote computational thinking in school classrooms. Computational Thinking in the STEM Disciplines: Foundations and Research Highlights, pages 127–150.
Ausiku, M. and Matthee, M. (2021). Preparing primary school teachers for teaching computational thinking: A systematic review. In Pang, C., Gao, Y., Chen, G., Popescu, E., Chen, L., Hao, T., Zhang, B., Navarro, S. M. B., and Li, Q., editors, Learning Technologies and Systems, pages 202–213, Cham. Springer International Publishing.
Basawapatna, A., Koh, K. H., Repenning, A., Webb, D. C., and Marshall, K. S. (2011). Recognizing computational thinking patterns. In Proceedings of the 42nd ACM technical symposium on Computer science education, pages 245–250.
Braga, M. (2001). Realidade virtual e educação. Revista de biologia e ciências da terra, 1(1):0.
BRASIL (2018). Base nacional comum curricular.
Byrne, J. R., Fisher, L., and Tangney, B. (2015). Empowering teachers to teach cs—exploring a social constructivist approach for cs cpd, using the bridge21 model. In 2015 IEEE Frontiers in Education Conference (FIE), pages 1–9. IEEE.
Dlab, M. H., Hoic-Bozic, N., Mezak, J., and Zunic, M. (2020). Supporting croatian primary school teachers in designing game based learning activities: A case study. In ECGBL 2020 14th European Conference on Game-Based Learning, page 125. Academic Conferences limited.
Fagerlund, J., Häkkinen, P., Vesisenaho, M., and Viiri, J. (2021). Computational thinking in programming with scratch in primary schools: A systematic review. Computer Applications in Engineering Education, 29(1):12–28.
Guenaga, M., Mentxaka, I., Garaizar, P., Eguiluz, A., Villagrasa, S., and Navarro, I. (2017). Make world, a collaborative platform to develop computational thinking and steam. In Learning and Collaboration Technologies. Technology in Education: 4th International Conference, LCT 2017, Held as Part of HCI International 2017, Vancouver, BC, Canada, July 9-14, 2017, Proceedings, Part II 4, pages 50–59. Springer.
Hsu, T.-C., Chang, S.-C., and Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126:296–310.
Jagušt, T., Krzic, A. S., Gledec, G., Grgić, M., and Bojic, I. (2018). Exploring different unplugged game-like activities for teaching computational thinking. In 2018 IEEE Frontiers in Education Conference (FIE), pages 1–5. IEEE.
Jovanov, M., Stankov, E., Mihova, M., Ristov, S., and Gusev, M. (2016). Computing as a new compulsory subject in the macedonian primary schools curriculum. In 2016 IEEE Global Engineering Education Conference (EDUCON), pages 680–685. IEEE.
Koh, K. H., Repenning, A., Nickerson, H., Endo, Y., and Motter, P. (2013). Will it stick? exploring the sustainability of computational thinking education through game design. In Proceeding of the 44th acm technical symposium on computer science education, pages 597–602.
Lamprou, A., Repenning, A., and Escherle, N. A. (2017). The solothurn project: Bringing computer science education to primary schools in switzerland. In Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education, pages 218–223.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson, R., and Hester-Croff, C. (2018). Preparing teachers to engage rural students in computational thinking through robotics, game design, and culturally responsive teaching. Journal of Teacher Education, 69(4):386–407.
Lyon, J. A. and J. Magana, A. (2020). Computational thinking in higher education: A review of the literature. Computer Applications in Engineering Education, 28(5):1174– 1189.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., et al. (2021). The prisma 2020 statement: an updated guideline for reporting systematic reviews. Systematic reviews, 10(1):1–11.
Papadakis, S. and Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3):231–246.
Plumettaz-Sieber, M., Bonnat, C., and Sanchez, E. (2019). Debriefing and knowledge processing an empirical study about game-based learning for computer education. In Games and Learning Alliance: 8th International Conference, GALA 2019, Athens, Greece, November 27–29, 2019, Proceedings 8, pages 32–41. Springer.
Repenning, A., Zurmühle, J., Lamprou, A., and Hug, D. (2020). Computational music thinking patterns: Connecting music education with computer science education through the design of interactive notations. In CSEDU (1), pages 641–652.
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.
Silva, M. et al. (2000). Sala de aula interativa. Quartet Rio de Janeiro.
Tang, X., Yin, Y., Lin, Q., Hadad, R., and Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148:103798.
Tankiz, E. and Atman Uslu, N. (2022). Preparing pre-service teachers for computational thinking skills and its teaching: A convergent mixed-method study. Technology, Knowledge and Learning, pages 1–23.
Tsai, F.-H., Hsiao, H.-S., Yu, K.-C., and Lin, K.-Y. (2021). Development and effectiveness evaluation of a stem-based game-design project for preservice primary teacher education. International Journal of Technology and Design Education, pages 1–22.
Tucker-Raymond, E., Cassidy, M., and Puttick, G. (2021). Science teachers can teach computational thinking through distributed expertise. Computers & Education, 173:104284.
Xinogalos, S. (2022). Designing, deploying and evaluating an undergraduate course on the “didactics of informatics”. In International Conference on Technology and Innovation in Learning, Teaching and Education, pages 83–99. Springer.
Publicado
06/11/2023
Como Citar
COURA, Laura; DELABRIDA, Saul; FORTES, Reinaldo; ILÍDIO, Rone; OLIVEIRA, Sérgio de; CASTRO, Jadson.
Qualificação de Professores do Ensino Básico com Jogos: Um Mapeamento Sistemático. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 825-837.
DOI: https://doi.org/10.5753/sbie.2023.234978.
