Avaliação do Pensamento Computacional no Ensino Superior em Computação: Uma Revisão Sistemática
Resumo
Introdução: O Pensamento Computacional (PC) é uma competência essencial para a formação em Computação, embora muitos estudantes ingressem na graduação com deficiências nessa habilidade. Objetivo: Identificar e analisar como o PC tem sido avaliado em estudantes de graduação em Computação. Metodologia: Foi realizada uma revisão sistemática da literatura seguindo a estratégia PICO, as diretrizes PRISMA e a ferramenta CASP, resultando na análise de 22 estudos. Resultados: Os estudos concentram-se na validação de instrumentos de avaliação, com escassez de pesquisas longitudinais, indicando que o ensino tradicional, centrado na sintaxe de programação, pode não promover explicitamente o desenvolvimento do PC.
Palavras-chave:
Pensamento Computacional, Revisão sistemática, Avaliação, Ensino Superior, Ciência da Computação
Referências
Agbo, F. J. et al. (2024). How can unplugged approach facilitate novice students' understanding of computational thinking? an exploratory study from a nigerian university. Thinking Skills and Creativity, 51:101458.
Amnouychokanant, V. et al. (2021). Online learning using block-based programming to foster computational thinking abilities during the covid-19 pandemic. International Journal of Emerging Technologies in Learning, 16(13):227.
Byrka, M. et al. (2024). Algorithmic thinking in higher education: Determining observable and measurable content. Information Technologies and Learning Tools, 104(6):1.
Çakir, R., Rosaline, S., e Korkmaz, Ö. (2021). Computational thinking skills of turkish and indian teacher candidates: A comparative study. International Journal of Psychology and Educational Studies, 8(1):24–37.
Cordenonzi, W. H. e Pino, J. C. D. (2021). Um constructo andragógico para avaliação do pensamento computacional no adulto. Revista Electrónica de Investigación en Educación en Ciencias, 16(1):41–55.
Critical Appraisal Skills Programme (2024). Checklist para estudos qualitativos. [link]. Acesso em: ago. 2025.
Ferreira, S. D. N. et al. (2023). Processo de tradução de instrumento diagnóstico de pensamento computacional para graduandos. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE), pages 58–68, Porto Alegre. Sociedade Brasileira de Computação.
Higgins, J. P. T. e Thomas, J., editors (2019). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons, Hoboken, 2 edition.
Hijón-Neira, R. et al. (2024). Computational thinking measurement of cs university students. Applied Sciences, 14(12):5261.
Hu, C.-C. et al. (2022). The effects of constructing robot-based storytelling system on college students' computational thinking skill and technology comprehension. In Proceedings of the 24th International Conference on Advanced Communication Technology (ICACT), pages 496–500. IEEE.
Kang, C. et al. (2023). Developing college students' computational thinking multidimensional test based on life story situations. Education and Information Technologies, 28(3):2661–2679.
Kitchenham, B. e Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report EBSE-2007-01, Keele University and Lincoln University.
Korkmaz, Ö., Çakir, R., e Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (cts). Computers in Human Behavior, 72:558–569.
Laura-Ochoa, L. e Bedregal-Alpaca, N. (2022). Incorporation of computational thinking practices to enhance learning in a programming course. International Journal of Advanced Computer Science and Applications, 13(2).
Lee, Y. e Cho, J. (2017). The influence of python programming education for raising computational thinking. International Journal of u-and e-Service, Science and Technology, 10(8):59–72.
Majeed, B. H., Jawad, L. F., e Alrikabi, H. T. H. (2022). Computational thinking (ct) among university students. International Journal of Interactive Mobile Technologies, 16(10).
Mélo, Á. M. d. et al. (2023). Avaliação do pensamento computacional em graduandos de cursos de computação: uma disciplina de programação faz diferença? In Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE), pages 47–57, Porto Alegre. Sociedade Brasileira de Computação.
Moher, D. et al. (2009). Preferred reporting items for systematic reviews and meta-analyses: the prisma statement. PLoS Medicine, 6(7):e1000097.
Oliveira, C. M. e Pereira, R. (2023). Coleta de evidências do exercício do pensamento computacional no ensino superior em computação: um artefato de apoio. In Anais do III Simpósio Brasileiro de Educação em Computação (EduComp), pages 300–309, Porto Alegre. Sociedade Brasileira de Computação.
Oliveira, E. C., Correia, R. C. M., e Bittencourt, R. A. (2021). Evaluating a computational thinking and computing attitudes instrument for educational purposes. In Proceedings of the IEEE Global Engineering Education Conference (EDUCON), pages 748–754. IEEE.
Organização para a Cooperação e Desenvolvimento Econômico (OCDE) (2023). Pisa 2022 results (volume i and ii): Country notes – brazil. [link]. Acesso em: 4 jun. 2025.
Raabe, A. et al. (2017). Um instrumento para diagnóstico do pensamento computacional. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação (CBIE), pages 1172–1183, Porto Alegre. Sociedade Brasileira de Computação.
Rojas-López, A. e García-Peñalvo, F. J. (2019). Interpretation of computational thinking evaluation results for enrollment prediction. In Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM), pages 13–18. ACM.
Rojas-López, A. e García-Peñalvo, F. J. (2021). Initial performance analysis in the evaluation of computational thinking from a gender perspective in higher education. In Proceedings of the 9th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM), pages 109–114. ACM.
Sondakh, D. E., Osman, K., e Zainudin, S. (2020a). A pilot study of an instrument to assess undergraduates' computational thinking proficiency. International Journal of Advanced Computer Science and Applications, 11(11):263–273.
Sondakh, D. E., Osman, K., e Zainudin, S. (2020b). A proposal for holistic assessment of computational thinking for undergraduate: Content validity. European Journal of Educational Research, 9(1):33–50.
Sun, L. et al. (2023). Evaluation and developmental suggestions on undergraduates' computational thinking: a theoretical framework guided by marzano's new taxonomy. Interactive Learning Environments, 31(10):6588–6610.
Tsai, M.-J., Liang, J.-C., e Hsu, C.-Y. (2021). The computational thinking scale for computer literacy education. Journal of Educational Computing Research, 59(4):579–602.
UPMAT Educacional (2024). Desafio bebras brasil. [link]. Acesso em: 26 maio 2025.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zhang, W., Zeng, X., e Song, L. (2025). Towards an assessment model of college students' computational thinking with text-based programming. Education and Information Technologies, 30(2):1363–1385.
Amnouychokanant, V. et al. (2021). Online learning using block-based programming to foster computational thinking abilities during the covid-19 pandemic. International Journal of Emerging Technologies in Learning, 16(13):227.
Byrka, M. et al. (2024). Algorithmic thinking in higher education: Determining observable and measurable content. Information Technologies and Learning Tools, 104(6):1.
Çakir, R., Rosaline, S., e Korkmaz, Ö. (2021). Computational thinking skills of turkish and indian teacher candidates: A comparative study. International Journal of Psychology and Educational Studies, 8(1):24–37.
Cordenonzi, W. H. e Pino, J. C. D. (2021). Um constructo andragógico para avaliação do pensamento computacional no adulto. Revista Electrónica de Investigación en Educación en Ciencias, 16(1):41–55.
Critical Appraisal Skills Programme (2024). Checklist para estudos qualitativos. [link]. Acesso em: ago. 2025.
Ferreira, S. D. N. et al. (2023). Processo de tradução de instrumento diagnóstico de pensamento computacional para graduandos. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE), pages 58–68, Porto Alegre. Sociedade Brasileira de Computação.
Higgins, J. P. T. e Thomas, J., editors (2019). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons, Hoboken, 2 edition.
Hijón-Neira, R. et al. (2024). Computational thinking measurement of cs university students. Applied Sciences, 14(12):5261.
Hu, C.-C. et al. (2022). The effects of constructing robot-based storytelling system on college students' computational thinking skill and technology comprehension. In Proceedings of the 24th International Conference on Advanced Communication Technology (ICACT), pages 496–500. IEEE.
Kang, C. et al. (2023). Developing college students' computational thinking multidimensional test based on life story situations. Education and Information Technologies, 28(3):2661–2679.
Kitchenham, B. e Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report EBSE-2007-01, Keele University and Lincoln University.
Korkmaz, Ö., Çakir, R., e Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (cts). Computers in Human Behavior, 72:558–569.
Laura-Ochoa, L. e Bedregal-Alpaca, N. (2022). Incorporation of computational thinking practices to enhance learning in a programming course. International Journal of Advanced Computer Science and Applications, 13(2).
Lee, Y. e Cho, J. (2017). The influence of python programming education for raising computational thinking. International Journal of u-and e-Service, Science and Technology, 10(8):59–72.
Majeed, B. H., Jawad, L. F., e Alrikabi, H. T. H. (2022). Computational thinking (ct) among university students. International Journal of Interactive Mobile Technologies, 16(10).
Mélo, Á. M. d. et al. (2023). Avaliação do pensamento computacional em graduandos de cursos de computação: uma disciplina de programação faz diferença? In Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE), pages 47–57, Porto Alegre. Sociedade Brasileira de Computação.
Moher, D. et al. (2009). Preferred reporting items for systematic reviews and meta-analyses: the prisma statement. PLoS Medicine, 6(7):e1000097.
Oliveira, C. M. e Pereira, R. (2023). Coleta de evidências do exercício do pensamento computacional no ensino superior em computação: um artefato de apoio. In Anais do III Simpósio Brasileiro de Educação em Computação (EduComp), pages 300–309, Porto Alegre. Sociedade Brasileira de Computação.
Oliveira, E. C., Correia, R. C. M., e Bittencourt, R. A. (2021). Evaluating a computational thinking and computing attitudes instrument for educational purposes. In Proceedings of the IEEE Global Engineering Education Conference (EDUCON), pages 748–754. IEEE.
Organização para a Cooperação e Desenvolvimento Econômico (OCDE) (2023). Pisa 2022 results (volume i and ii): Country notes – brazil. [link]. Acesso em: 4 jun. 2025.
Raabe, A. et al. (2017). Um instrumento para diagnóstico do pensamento computacional. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação (CBIE), pages 1172–1183, Porto Alegre. Sociedade Brasileira de Computação.
Rojas-López, A. e García-Peñalvo, F. J. (2019). Interpretation of computational thinking evaluation results for enrollment prediction. In Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM), pages 13–18. ACM.
Rojas-López, A. e García-Peñalvo, F. J. (2021). Initial performance analysis in the evaluation of computational thinking from a gender perspective in higher education. In Proceedings of the 9th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM), pages 109–114. ACM.
Sondakh, D. E., Osman, K., e Zainudin, S. (2020a). A pilot study of an instrument to assess undergraduates' computational thinking proficiency. International Journal of Advanced Computer Science and Applications, 11(11):263–273.
Sondakh, D. E., Osman, K., e Zainudin, S. (2020b). A proposal for holistic assessment of computational thinking for undergraduate: Content validity. European Journal of Educational Research, 9(1):33–50.
Sun, L. et al. (2023). Evaluation and developmental suggestions on undergraduates' computational thinking: a theoretical framework guided by marzano's new taxonomy. Interactive Learning Environments, 31(10):6588–6610.
Tsai, M.-J., Liang, J.-C., e Hsu, C.-Y. (2021). The computational thinking scale for computer literacy education. Journal of Educational Computing Research, 59(4):579–602.
UPMAT Educacional (2024). Desafio bebras brasil. [link]. Acesso em: 26 maio 2025.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zhang, W., Zeng, X., e Song, L. (2025). Towards an assessment model of college students' computational thinking with text-based programming. Education and Information Technologies, 30(2):1363–1385.
Publicado
05/10/2026
Como Citar
DE SOUZA, Marco Aurélio F.; NASCIMENTO, José Marco M.; GOIS, Mikael dos S.; ANDRADE, Rone Clay O.; DOS SANTOS, Matheus C.; JESUS, Rafael; SILVA, Marlos Tacio.
Avaliação do Pensamento Computacional no Ensino Superior em Computação: Uma Revisão Sistemática. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 1672-1686.
DOI: https://doi.org/10.5753/sbie.2026.28046.
