Programação, Robôs e Aprendizagem Criativa por meio de Cenários: um estudo exploratório
Resumo
Em um mundo cada vez mais tecnológico e de constantes mudanças, incentivar o desenvolvimento de habilidades como a criatividade está se tornando cada vez mais importante. Pessoas criativas são curiosas e gostam de explorar ideias, por isso são mais inovadoras na resolução de problemas. A literatura tem discutido maneiras de incentivar a criatividade em sala de aula e apresentado o conceito emergente da “aprendizagem criativa”, que tenta entender, experimentar e caracterizar metodologias e ambientes de aprendizagem capazes de promover a criatividade. Neste artigo, exploramos e discutimos o uso de Interfaces Tangíveis para facilitar a aprendizagem criativa no contexto da programação de computadores e como projetar atividades que a facilitem dentro do ambiente escolar.
Palavras-chave:
criatividade, aprendizagem criativa, interfaces tangíveis, programação de computadores, educação tecnológica
Referências
Avila, C., Cavalheiro, S., Bordini, A., & Marques, M. (2017, October). O Pensamento Computacional por meio da Robótica no Ensino Básico - Uma Revisão Sistemática. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE) (Vol. 28, No. 1, p. 82).
Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988.
Bradley, M. M., & Lang, P. J. (1994). Measuring emotion: the self-assessment manikin and the semantic differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(1), 49-59.
Bruner, J. S., Olver, R. R., & Greenfield, P. M. (1966). Studies in cognitive growth.
Carbajal, M. L., & Baranauskas, M. C. C. (2016). Evolução de um ambiente para programação tangível e avaliação de seu uso em cenário educacional. In Nuevas Ideas en Informática Educativa, Volumen 12, p. 666–671.
Clements, D. H. (1999). The future of educational computing research: The case of computer programming. Information Technology in Childhood Education Annual, 1999(1), 147-179.
Horn, M. S., & Jacob, R. J. (2007, April). Tangible programming in the classroom with tern. In CHI'07 extended abstracts on Human factors in computing systems (pp. 1965-1970). ACM.
Iba, T., & Miyake, T. (2010, March). Learning Patterns: a pattern language for creative learning II. In Proceedings of the 1st Asian Conference on Pattern Languages of Programs (p. 4). ACM.
Ishii, H., & Ullmer, B. (1997, March). Tangible bits: towards seamless interfaces between people, bits and atoms. In Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems (pp. 234-241). ACM.
McNerney, T. S. (1999). Tangible programming bricks: An approach to making programming accessible to everyone (Doctoral dissertation, Massachusetts Institute of Technology).
Resnick, M. (2006). Computer as paint brush: Technology, play, and the creative society. Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth, 192-208.
Sefton-Green, J., & Bresler, L. (2011). Theories and histories: Creative learning and its contexts. The Routledge International Handbook of Creative Learning, 9-14.
Sipitakiat, A., & Nusen, N. (2012, June). Robo-Blocks: designing debugging abilities in a tangible programming system for early primary school children. In Proceedings of the 11th International Conference on Interaction Design and Children (pp. 98-105). ACM.
Stewart, J., Stewart, J. R., Gapenne, O., & Di Paolo, E. A. (Eds.). (2010). Enaction: Toward a new paradigm for cognitive science. MIT Press.
Varela, F. J., Thompson, E., & Rosch, E. (2017). The embodied mind: Cognitive science and human experience. MIT Press.
Xu, D. (2005). Tangible user interface for children - an overview. In Proc. of the UCLAN Department of Computing Conference.
[link] (ultimo acesso em junho de 2018)
Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978-988.
Bradley, M. M., & Lang, P. J. (1994). Measuring emotion: the self-assessment manikin and the semantic differential. Journal of Behavior Therapy and Experimental Psychiatry, 25(1), 49-59.
Bruner, J. S., Olver, R. R., & Greenfield, P. M. (1966). Studies in cognitive growth.
Carbajal, M. L., & Baranauskas, M. C. C. (2016). Evolução de um ambiente para programação tangível e avaliação de seu uso em cenário educacional. In Nuevas Ideas en Informática Educativa, Volumen 12, p. 666–671.
Clements, D. H. (1999). The future of educational computing research: The case of computer programming. Information Technology in Childhood Education Annual, 1999(1), 147-179.
Horn, M. S., & Jacob, R. J. (2007, April). Tangible programming in the classroom with tern. In CHI'07 extended abstracts on Human factors in computing systems (pp. 1965-1970). ACM.
Iba, T., & Miyake, T. (2010, March). Learning Patterns: a pattern language for creative learning II. In Proceedings of the 1st Asian Conference on Pattern Languages of Programs (p. 4). ACM.
Ishii, H., & Ullmer, B. (1997, March). Tangible bits: towards seamless interfaces between people, bits and atoms. In Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems (pp. 234-241). ACM.
McNerney, T. S. (1999). Tangible programming bricks: An approach to making programming accessible to everyone (Doctoral dissertation, Massachusetts Institute of Technology).
Resnick, M. (2006). Computer as paint brush: Technology, play, and the creative society. Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth, 192-208.
Sefton-Green, J., & Bresler, L. (2011). Theories and histories: Creative learning and its contexts. The Routledge International Handbook of Creative Learning, 9-14.
Sipitakiat, A., & Nusen, N. (2012, June). Robo-Blocks: designing debugging abilities in a tangible programming system for early primary school children. In Proceedings of the 11th International Conference on Interaction Design and Children (pp. 98-105). ACM.
Stewart, J., Stewart, J. R., Gapenne, O., & Di Paolo, E. A. (Eds.). (2010). Enaction: Toward a new paradigm for cognitive science. MIT Press.
Varela, F. J., Thompson, E., & Rosch, E. (2017). The embodied mind: Cognitive science and human experience. MIT Press.
Xu, D. (2005). Tangible user interface for children - an overview. In Proc. of the UCLAN Department of Computing Conference.
[link] (ultimo acesso em junho de 2018)
Publicado
29/10/2018
Como Citar
CARBAJAL, Marleny Luque; BARANAUSKAS, M. Cecília C..
Programação, Robôs e Aprendizagem Criativa por meio de Cenários: um estudo exploratório. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 29. , 2018, Fortaleza/CE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2018
.
p. 1113-1122.
DOI: https://doi.org/10.5753/cbie.sbie.2018.1113.
