Scratch + CNC: Mixing Physical and Digital Worlds
Resumo
Knowledge retention occurs most effectively when there is experimentation and there is an association between understanding what was learned conceptually and a real experience. We propose the development of an extension for Scratch 3.0 allowing the interaction with a CNC (Computer Numeric Control) machine. A proposal of cooperation between two environments in the learning context is created, combining programming in blocks with equipment able to provide outputs in physical objects.
Palavras-chave:
Scratch 3.0, CNC machine, Physical and Digital Worlds
Referências
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Ausubel, D. P. (2012). The acquisition and retention of knowledge: A cognitive view. Springer Science & Business Media.
Brasil (2017). Base nacional comum curricular (bncc). educação é a base. MEC/CONSED/UNDIME, page 600.
del Rosario, M. (2012). Ict in education policies and national development. In Post-Secondary Education and Technology, pages 17–38. Springer.
Gomes dos Santos, V. and Galembeck, E. (2017). Por uma ciencia para o dia a dia: possibilidades para aprendizagem criativa e significativa na educação básica. Enseñanza de las ciencias, (Extra):4035–4040.
Kirkwood, A. and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? a critical literature review. Learning, media and technology, 39(1):6–36.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Ramos, F. and da Silva Teixeira, L. (2015). Significação da aprendizagem através do pensamento computacional no ensino médio: uma experiência com scratch. In Anais do Workshop de Informática na Escola, volume 21, page 217.
Resnick, M. (2012). Reviving papert’s dream. Educational Technology, 52(4):42–46.
Resnick, M. (2014). Give p’s a chance: Projects, peers, passion, play. In Constructionism and creativity: Proceedings of the Third International Constructionism Conference. Austrian Computer Society, Vienna, pages 13–20.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zhang, L. and Yang, H. (2013). Definition, research scope and challenges of creative computing. In 2013 19th International Conference on Automation and Computing, pages 1–6. IEEE.
Ausubel, D. P. (2012). The acquisition and retention of knowledge: A cognitive view. Springer Science & Business Media.
Brasil (2017). Base nacional comum curricular (bncc). educação é a base. MEC/CONSED/UNDIME, page 600.
del Rosario, M. (2012). Ict in education policies and national development. In Post-Secondary Education and Technology, pages 17–38. Springer.
Gomes dos Santos, V. and Galembeck, E. (2017). Por uma ciencia para o dia a dia: possibilidades para aprendizagem criativa e significativa na educação básica. Enseñanza de las ciencias, (Extra):4035–4040.
Kirkwood, A. and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? a critical literature review. Learning, media and technology, 39(1):6–36.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Ramos, F. and da Silva Teixeira, L. (2015). Significação da aprendizagem através do pensamento computacional no ensino médio: uma experiência com scratch. In Anais do Workshop de Informática na Escola, volume 21, page 217.
Resnick, M. (2012). Reviving papert’s dream. Educational Technology, 52(4):42–46.
Resnick, M. (2014). Give p’s a chance: Projects, peers, passion, play. In Constructionism and creativity: Proceedings of the Third International Constructionism Conference. Austrian Computer Society, Vienna, pages 13–20.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zhang, L. and Yang, H. (2013). Definition, research scope and challenges of creative computing. In 2013 19th International Conference on Automation and Computing, pages 1–6. IEEE.
Publicado
21/03/2021
Como Citar
MARASCHIN JR, Dirceu; GUTIERRES, Anderson; PRIMO, Tiago Thompsen.
Scratch + CNC: Mixing Physical and Digital Worlds. In: WORKSHOP ON ADVANCED VIRTUAL ENVIRONMENTS AND EDUCATION (WAVE), 3. , 2020, Fortaleza.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 48-51.
DOI: https://doi.org/10.5753/wave.2020.212084.
