Strategies to Introduce Computational Thinking to Children: An Analysis based on Cultural Viewpoint Metaphors

• Gabriela Amaral Araujo de Oliveira Universidade Federal de Minas Gerais (UFMG)
• Oto Braz Assunção Universidade Federal de Minas Gerais (UFMG)
• Raquel Oliveira Prates Universidade Federal de Minas Gerais (UFMG)

DOI: https://doi.org/10.5753/cbie.sbie.2019.547

Resumo

Computational thinking (CT) is regarded as an essential competence for people living in the 21st century. Hence, several materials for teaching CT have been developed. Although there are studies that classify materials and approaches for teaching CT, an analysis regarding how deeply they present computing concepts to students is still lacking. In this research, we conduct such analysis using an epistemic tool called Cultural Viewpoint Metaphors (CVM). We first analyze existing research on computational thinking teaching. Then, we classify the tools and teaching methods used in those works in light of CVM. We expect our analysis can support educators to select teaching materials for the activities they will conduct and define the order in which they will be applied.

Palavras-chave: Computational Thinking, Cultural Viewpoint Metaphors, Education, Teaching Tools

Referências

Bell, T., Witten, I., and Fellows, M. (2002). Computer science unplugged.

dos Santos, F. E., Pereira, D. S., Godin, J. M., De Lima, J. V., Zaro, M. A., and do Canto Filho, A. B. (2018). A robótica educativa no ensino de lógica de programação: uma revisão sistemática da literatura. RENOTE, 16(1).

Gomes, H. A. C., Melo, J. M., Farrapo, H. P., Bonates, M. F., and Coutinho, E. F. (2018). Descrição e comparação de jogos digitais para auxiliar no ensino de programação. Revista Sistemas e Mídias Digitais (RSMD), 3(1).

Mota, M. P. (2014). PoliFacets: um modelo de design da metacomunicação de documentos ativos para apoiar o ensino e aprendizado de programação. PhD thesis, PUC-Rio.

Oliveira, G. A., Ferreira, R. S. M., and Prates, R. O. (2018). An exploratory analysis of interactive systems for introducing programming based on cultural viewpoint metaphors. In Proceedings of the 17th Brazilian Symposium on Human Factors in Computing Systems, IHC 2018, pages 7:1–7:11, New York, NY, USA. ACM.

Rodrigues, S., Aranha, E., and Silva, T. R. (2018). Computação desplugada no ensino de programação: Uma revisão sistemática da literatura. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), volume 29, page 417.

Salgado, L. C. D. C., De Souza, C. S., and Leitão, C. F. (2011). On the epistemic nature of cultural viewpoint metaphors. In Proceedings of the 10th Brazilian Symposium on Human Factors in Computing Systems and the 5th Latin American Conference on Human-Computer Interaction, pages 23–32. Brazilian Computer Society.

Salgado, L. C. d. C., Leitão, C. F., and de Souza, C. S. (2013). Cultural viewpoint metaphors. In A Journey Through Cultures, pages 43–67. Springer.

Santos, P. C., Araujo, L. G., and Bittencourt, R. A. (2018). A mapping study of computational thinking and programming in Brazilian K-12 education. In 2018 IEEE Frontiers in Education Conference (FIE), pages 1–8. IEEE.

SBC, S. B. d. C. (2017). Referenciais de formação em computação: Educação básica.

Werlich, C., Kemczinski, A., and Gasparini, I. (2018). Pensamento computacional no ensino fundamental: um mapeamento sistemático. 14:375–384.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.