Estratégias de aprendizagem colaborativa aplicadas no ensino e avaliação do pensamento computacional: uma revisão sistemática
Abstract
The dissemination and evolution of Information and Comumnication Technology (ICT) have transformed education, bringing new challenges to it. Computational Thinking (CT) skills have become essential in the teaching and learning process. This research consists of a Systematic Literature Review (SLR) between the years 2019 to 2023 of works that adopt Collaborative Learning (CA) strategies in the teaching and assessment of CT. Thirty articles were included for analysis, based on selection and quality criteria. The results show that most of the research was carried out with elementary school students, in the face-to-face teaching modality, and that different tools, assessment instruments and teaching approaches were used.
References
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Broza, O., Biberman-Shalev, L., and Chamo, N. (2023). “start from scratch”: Integrating computational thinking skills in teacher education program. Thinking Skills and Creativity, 48:101285.
Chen, G., Shen, J., Barth-Cohen, L., Jiang, S., Huang, X., and Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers and Education, 109:162–175.
Chevalier, M., Giang, C., El-Hamamsy, L., Bonnet, E., Papaspyros, V., Pellet, J.-P., Audrin, C., Romero, M., Baumberger, B., and Mondada, F. (2022). The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school. Computers and Education, 180:104431.
Ching, Y.-H. and Hsu, Y.-C. (2023). Educational robotics for developing computational thinking in young learners: A systematic review. TechTrends.
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Garcia, M. B. (2021). Cooperative learning in computer programming: A quasi-experimental evaluation of jigsaw teaching strategy with novice programmers. Education and Information Technologies, 26(4):4839–4856.
Garneli, V. and Chorianopoulos, K. (2019). The effects of video game making within science content on student computational thinking skills and performance. Interactive Technology and Smart Education, 16(4):301–318.
Hwang, G.-J., Li, K.-C., and Lai, C.-L. (2020). Trends and strategies for conducting effective stem research and applications: A mobile and ubiquitous learning perspective. Int. J. Mob. Learn. Organ., 14(2):161–183.
INEP (2021). Censo da Educação Superior 2021 Notas Estatísticas. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira.
Jesus, A., Silveira, I., and Palanch, W. B. (2019). Desenvolvimento do pensamento computacional por meio da colaboração: uma revisão sistemática da literatura. Revista Brasileira de Informática na Educação, 27(02):69.
Jocius, R., O’Byrne, W. I., Albert, J., Joshi, D., Blanton, M., Robinson, R., Andrews, A., Barnes, T., and Catete, V. (2022). Building a virtual commu nity of practice: Teacher learning for computational thinking infusion. TechTrends, 66(3):547–559.
Keele, S. et al. (2007). Guidelines for performing systematic literature reviews in software engineering.
Korkmaz, O. and Altun, H. (2014). A validity and reliability study of the attitude scale of computer programming learning (ascopl). Mevlana International Journal of Education, 4:30–43.
Kuo, W.-C. and Hsu, T.-C. (2020). Learning computational thinking without a computer: How computational participation happens in a computational thinking board game. The Asia-Pacific Education Researcher, 29(1):67–83.
Kwon, K., Ottenbreit-Leftwich, A. T., Brush, T. A., Jeon, M., and Yan, G. (2021). Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes. Educational Technology Research and Development, 69(5):2761–2787.
Laal, M. and Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia Social and Behavioral Sciences, 31:486–490. World Conference on Learning, Teaching & Administration 2011.
Li, Q., Jiang, Q., Liang, J.-C., Xiong, W., Liang, Y., and Zhao, W. (2023a). Effects of interactive unplugged programming activities on computational thinking skills and student engagement in elementary education. Education and Information Technologies.
Li, W., Liu, C.-Y., and Tseng, J. C. R. (2023b). Effects of the interaction between metacognition teaching and students’ learning achievement on students’ computational thinking, critical thinking, and metacognition in collaborative programming learning. Education and Information Technologies.
Li, X., Xie, K., Vongkulluksn, V., Stein, D., and Zhang, Y. (2023c). Developing and testing a design-based learning approach to enhance elementary students’ self-perceived computational thinking. Journal of Research on Technology in Education, 55(2):344–368.
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Noh, J. and Lee, J. (2020). Effects of robotics programming on the computational thinking and creativity of elementary school students. Educational Technology Research and Development, 68(1):463–484.
Oliveira, M., Catojo, A., and Nunes, M. A. (2022). O desenvolvimento do pensamento computacional em alunos do ensino fundamental: Um mapeamento sistemático da literatura. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 1324–1333, Porto Alegre, RS, Brasil. SBC.
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., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., and Moher, D. (2021). The prisma 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, Inc., USA.
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.
Supaluk, S., Khlaisang, J., and Songkram, N. (2021). Effects of a mobile cloud-based learning system using a p2p reverse engineering approach on enhancing computational thinking. International Journal of Interactive Mobile Technologies (iJIM), 15(21):pp. 67–87.
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.
Teixeira, G., Gomes, A., and Filho, I. B. (2020). Aprendizagem colaborativa com suporte computacional no ambiente de trabalho: Um mapeamento sistemático da literatura. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 822–831, Porto Alegre, RS, Brasil. SBC.
Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M. V., and Ninaus, M. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179:104425.
Ung, L.-L., Labadin, J., and Mohamad, F. S. (2022). Computational thinking for teachers: Development of a localised e-learning system. Computers & Education, 177:104379.
Wang, J., Zhang, Y., Hung, C.-Y., Wang, Q., and Zheng, Y. (2022). Exploring the characteristics of an optimal design of non-programming plugged learning for developing primary school students’ computational thinking in mathematics. Educational technology research and development, 70(3):849–880.
Wang, Y. (2023). The role of computer supported project-based learning in students’ computational thinking and engagement in robotics courses. Thinking Skills and Creativity, 48:101269.
Wei, X., Lin, L., Meng, N., Tan, W., Kong, S.-C., and Kinshuk (2021). The effectiveness of partial pair programming on elementary school students’ computational thinking skills and self-efficacy. Computers and Education, 160:104023.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wu, B., Hu, Y., Ruis, A., and Wang, M. (2019). Analysing computational thinking in collaborative programming: A quantitative ethnography approach. Journal of Computer Assisted Learning, 35(3):421–434.
Zapata-Caceres, M., Martin-Barroso, E., and Roman-Gonzalez, M. (2021). Collaborative game-based environment and assessment tool for learning computational thinking in primary school: A case study. IEEE Transactions on Learning Technologies, 14(5):576–589.
Zapata-Cáceres, M., Martín-Barroso, E., and Román-González, M. (2020). Computational thinking test for beginners: Design and content validation. In 2020 IEEE Global Engineering Education Conference (EDUCON), pages 1905–1914.
Zhou, X. and Tsai, C.-W. (2022). The effects of socially shared regulation of learning on the computational thinking, motivation, and engagement in collaborative learning by teaching. Education and Information Technologies.
Özgen Korkmaz, Çakir, R., and Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (cts). Computers in Human Behavior, 72:558–569.
Broza, O., Biberman-Shalev, L., and Chamo, N. (2023). “start from scratch”: Integrating computational thinking skills in teacher education program. Thinking Skills and Creativity, 48:101285.
Chen, G., Shen, J., Barth-Cohen, L., Jiang, S., Huang, X., and Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers and Education, 109:162–175.
Chevalier, M., Giang, C., El-Hamamsy, L., Bonnet, E., Papaspyros, V., Pellet, J.-P., Audrin, C., Romero, M., Baumberger, B., and Mondada, F. (2022). The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school. Computers and Education, 180:104431.
Ching, Y.-H. and Hsu, Y.-C. (2023). Educational robotics for developing computational thinking in young learners: A systematic review. TechTrends.
Dagiene, V. and Stupurienė, G. (2016). Bebras - a sustainable community building model for the concept based learning of informatics and computational thinking. INFORMATICS IN EDUCATION, 15:25–44.
Dillenbourg, P. (1999). What do you mean by collaborative learning?
GABRIELE, L., BERTACCHINI, F., TAVERNISE, A., VACACÁRDENAS, L., PANTANO, P., and BILOTTA, E. (2019). Lesson planning by computational thinking skills in italian pre-service teachers. Informatics in Education, 18(1):69–104.
Garcia, M. B. (2021). Cooperative learning in computer programming: A quasi-experimental evaluation of jigsaw teaching strategy with novice programmers. Education and Information Technologies, 26(4):4839–4856.
Garneli, V. and Chorianopoulos, K. (2019). The effects of video game making within science content on student computational thinking skills and performance. Interactive Technology and Smart Education, 16(4):301–318.
Hwang, G.-J., Li, K.-C., and Lai, C.-L. (2020). Trends and strategies for conducting effective stem research and applications: A mobile and ubiquitous learning perspective. Int. J. Mob. Learn. Organ., 14(2):161–183.
INEP (2021). Censo da Educação Superior 2021 Notas Estatísticas. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira.
Jesus, A., Silveira, I., and Palanch, W. B. (2019). Desenvolvimento do pensamento computacional por meio da colaboração: uma revisão sistemática da literatura. Revista Brasileira de Informática na Educação, 27(02):69.
Jocius, R., O’Byrne, W. I., Albert, J., Joshi, D., Blanton, M., Robinson, R., Andrews, A., Barnes, T., and Catete, V. (2022). Building a virtual commu nity of practice: Teacher learning for computational thinking infusion. TechTrends, 66(3):547–559.
Keele, S. et al. (2007). Guidelines for performing systematic literature reviews in software engineering.
Korkmaz, O. and Altun, H. (2014). A validity and reliability study of the attitude scale of computer programming learning (ascopl). Mevlana International Journal of Education, 4:30–43.
Kuo, W.-C. and Hsu, T.-C. (2020). Learning computational thinking without a computer: How computational participation happens in a computational thinking board game. The Asia-Pacific Education Researcher, 29(1):67–83.
Kwon, K., Ottenbreit-Leftwich, A. T., Brush, T. A., Jeon, M., and Yan, G. (2021). Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes. Educational Technology Research and Development, 69(5):2761–2787.
Laal, M. and Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia Social and Behavioral Sciences, 31:486–490. World Conference on Learning, Teaching & Administration 2011.
Li, Q., Jiang, Q., Liang, J.-C., Xiong, W., Liang, Y., and Zhao, W. (2023a). Effects of interactive unplugged programming activities on computational thinking skills and student engagement in elementary education. Education and Information Technologies.
Li, W., Liu, C.-Y., and Tseng, J. C. R. (2023b). Effects of the interaction between metacognition teaching and students’ learning achievement on students’ computational thinking, critical thinking, and metacognition in collaborative programming learning. Education and Information Technologies.
Li, X., Xie, K., Vongkulluksn, V., Stein, D., and Zhang, Y. (2023c). Developing and testing a design-based learning approach to enhance elementary students’ self-perceived computational thinking. Journal of Research on Technology in Education, 55(2):344–368.
MEC (2022). Mec aprova parecer que define normas sobre o ensino de computação na educação básica. url [link].
Noh, J. and Lee, J. (2020). Effects of robotics programming on the computational thinking and creativity of elementary school students. Educational Technology Research and Development, 68(1):463–484.
Oliveira, M., Catojo, A., and Nunes, M. A. (2022). O desenvolvimento do pensamento computacional em alunos do ensino fundamental: Um mapeamento sistemático da literatura. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 1324–1333, Porto Alegre, RS, Brasil. SBC.
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., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., and Moher, D. (2021). The prisma 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, Inc., USA.
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.
Supaluk, S., Khlaisang, J., and Songkram, N. (2021). Effects of a mobile cloud-based learning system using a p2p reverse engineering approach on enhancing computational thinking. International Journal of Interactive Mobile Technologies (iJIM), 15(21):pp. 67–87.
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.
Teixeira, G., Gomes, A., and Filho, I. B. (2020). Aprendizagem colaborativa com suporte computacional no ambiente de trabalho: Um mapeamento sistemático da literatura. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 822–831, Porto Alegre, RS, Brasil. SBC.
Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M. V., and Ninaus, M. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179:104425.
Ung, L.-L., Labadin, J., and Mohamad, F. S. (2022). Computational thinking for teachers: Development of a localised e-learning system. Computers & Education, 177:104379.
Wang, J., Zhang, Y., Hung, C.-Y., Wang, Q., and Zheng, Y. (2022). Exploring the characteristics of an optimal design of non-programming plugged learning for developing primary school students’ computational thinking in mathematics. Educational technology research and development, 70(3):849–880.
Wang, Y. (2023). The role of computer supported project-based learning in students’ computational thinking and engagement in robotics courses. Thinking Skills and Creativity, 48:101269.
Wei, X., Lin, L., Meng, N., Tan, W., Kong, S.-C., and Kinshuk (2021). The effectiveness of partial pair programming on elementary school students’ computational thinking skills and self-efficacy. Computers and Education, 160:104023.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wu, B., Hu, Y., Ruis, A., and Wang, M. (2019). Analysing computational thinking in collaborative programming: A quantitative ethnography approach. Journal of Computer Assisted Learning, 35(3):421–434.
Zapata-Caceres, M., Martin-Barroso, E., and Roman-Gonzalez, M. (2021). Collaborative game-based environment and assessment tool for learning computational thinking in primary school: A case study. IEEE Transactions on Learning Technologies, 14(5):576–589.
Zapata-Cáceres, M., Martín-Barroso, E., and Román-González, M. (2020). Computational thinking test for beginners: Design and content validation. In 2020 IEEE Global Engineering Education Conference (EDUCON), pages 1905–1914.
Zhou, X. and Tsai, C.-W. (2022). The effects of socially shared regulation of learning on the computational thinking, motivation, and engagement in collaborative learning by teaching. Education and Information Technologies.
Özgen Korkmaz, Çakir, R., and Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (cts). Computers in Human Behavior, 72:558–569.
Published
2023-11-06
How to Cite
NASCIMENTO, Edilaine Santiago de Oliveira; CASTRO, Miguel Franklin de.
Estratégias de aprendizagem colaborativa aplicadas no ensino e avaliação do pensamento computacional: uma revisão sistemática. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 1591-1604.
DOI: https://doi.org/10.5753/sbie.2023.233627.
