Building Awareness About Computational Thinking as a Research Field through a Graduate Course for Computer Scientists: a Metacognitive and Self-regulated proposal
Resumo
The area of Computational Thinking has been grown the last years and became an important research field that relies on the field of Computer Science at the same time that intersects with different areas like Mathematical Reasoning, Problem Solving and Engineering. Despite the impact and relevance of this area, many professionals on Computer Science and related areas are usually not aware of the Computational Thinking topics as part of a new research area. In this sense, this paper discusses a syllabus proposal for a graduate course on Computational Thinking for Computer Scientists that relies over Metacognition and Self-regulated learning.
Referências
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Carvalho, F., & Braga, M. (2022). Pensamento Computacional na Educação Brasileira: um olhar segundo artigos do Congresso Brasileiro de Informática na Educação. Revista Brasileira de Informática na Educação, 30, 237-261. DOI: https://sol.sbc.org.br/journals/index.php/rbie/article/view/2649.
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Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C. and Woollard, J. (2015). Computational thinking - a guide for teachers Swindon. Computing at School 18pp. doi: https://eprints.soton.ac.uk/424545/.
Falkner, K., Vivian, R., Falkner, N. J. Identifying computer science self-regulated learning strategies. In: Proceedings of the 2014 Conference on Innovation Technology in Computer Science Education. New York, NY, USA: Association for Computing Machinery, 2014. (ITiCSE ’14), p. 291–296. ISBN 9781450328333. Available on the Internet at https://doi.org/10.1145/2591708.2591715. Access April 1st, 2023.
Flavell, J. H. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, v. 34, p. 906–911, 1979.
Flavell, J. H. Speculations about the nature and development of metacognition. Lawrence Erlbaum Associates, p. 21–29, 1987.
Ganda, D.; Boruchovitch, E. A autorregulação da aprendizagem: principais conceitos e modelos teóricos. Psicologia da Educação, v. 46, 2018. Available on the Internet at [link]. Access Mar 19th, 2023.
Grau, V.; Whitebread, D. Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, v. 22, n. 6, p. 401–412, 2012. ISSN 0959-4752. DOI: https://doi.org/10.1016/j.learninstruc.2012.03.003.
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Hu, C. (2011). Computational thinking: what it might mean and what we might do about it. ITiCSE '11: Proceedings of the 16th annual joint conference on Innovation and technology in computer science education. 2011. p. 223–227. doi: https://dl.acm.org/doi/10.1145/1999747.1999811. Livingston, J. Metacognition: An overview. 2003.
Loksa, D. et al. Metacognition and self-regulation in programming education: Theories and exemplars of use. ACM Trans. Comput. Educ., Association for Computing Machinery, New York, NY, USA, v. 22, n. 4, Sep. 2022. Available on the Internet at: https://doi.org/10.1145/3487050. Access April 1st, 2023.
Medeiros, S. R. S.; Martins, C. A.; Medeiros, I. G. Materiais didáticos utilizados nas formações de professores em Pensamento Computacional. In: Simpósio brasileiro de informática na educação, 32, 2021, Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2021. p. 1096-1106. doi: https://sol.sbc.org.br/index.php/sbie/article/view/18133.
Newman, B. M.; Newman, P. R. Self-regulation theories. In: Newman, B. M.; Newman, P. R. (Ed.). Theories of Adolescent Development. Academic Press, 2020. p. 213–243.
Papert, S. A. (1980). Mindstorms: Children, computers, and powerful ideas. Basic books.
Panadero, E.; Andrade, H.; Brookhart, S. Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. Aust. Educ. Res., v. 45, p. 13–31, 2018. doi: https://doi.org/10.1007/s13384-018-0258-y.
Perels, F.; Gürtler, T.; Schmitz, B. Training of self-regulatory and problem-solving competence. Learning and Instruction, v. 15, n. 2, p. 123–139, 2005. DOI: https://doi.org/10.1016/j.learninstruc.2005.04.010.
Pintrich, P. R. The role of goal orientation in self-regulated learning. In: . [S.l.: s.n.], 2000.
Prather, J. et al. What do we think we think we are doing? metacognition and self-regulation in programming. In: Proceedings of the 2020 ACM Conference on International Computing Education Research. New York, NY, USA: Association for Computing Machinery, 2020. (ICER ’20), p. 2–13. ISBN 9781450370929. Available on the Internet at: https://doi.org/10.1145/3372782.3406263. Access April 1st, 2023.
Ross John, A. The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, v. 11, paper10, 2018. Available on the Internet at https://scholarworks.umass.edu/pare/vol11/iss1/10. Access March 10th, 2023.
Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational psychology review, 20, 463-467.
Stephenson, B. et al. Exam wrappers: Not a silver bullet. In: Proceedings of the 23rd Western Canadian Conference on Computing Education. New York, NY, USA: Association for Computing Machinery, 2018. (WCCCE ’18). ISBN 9781450358057. Available on the Internet at: https://doi.org/10.1145/3209635.3209655. Access April 1st, 2023.
Tekdal, M. (2021). Trends and development in research on computational thinking. Education and Information Technologies, 26(5), 6499-6529.
Veiga, A. V. L. d. Conselho de Cooperação Educativa: A Participação dos Alunos na Regulação dos Processos de Aprendizagem. 2017. Available on the Internet at http://hdl.handle.net/10400.21/8426. Access March 20th, 2023.
Winne, P. H.; Hadwin, A. E. Studying as self-regulated learning. Routledge, p. 291–318, 1998.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Wolters, C. A. Regulation of motivation: Contextual and social aspects. Teachers College Record, v. 113, n. 2, p. 265–283, 2011.
Wolters, C. A.; Benzon, M. B. Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, Routledge, v. 81, n. 2, p. 199–221, 2013. doi: https://doi.org/10.1080/00220973.2012.699901.
Zimmerman, B. J. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. Guilford Publications, p. 1–19, 1998.
Zimmerman, B. J. From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, Routledge, v. 48, n. 3, p. 135–147, 2013. DOI: https://doi.org/10.1080/00461520.2013.794676.
Bandura, A. (1978) The self system in reciprocal determinism. American Psychologist, v. 33, p. 344–358, 1978.
Bandura, A. (1986) Social foundations of thought and action. In: . [S.l.: s.n.], 1986. Bandura, A. (1999) Self-efficacy: The exercise of control. Journal of Cognitive Psychotherapy, v. 13, p. 158 – 166, 1999.
Bandura, A. (1999) Self-efficacy: The exercise of control. Journal of Cognitive Psychotherapy, v. 13, p. 158–166, 1999.
Barcelos, T. S., & Silveira, I. F. (2012). Pensamento computacional e educação matemática: Relações para o ensino de computação na educação básica. In XX Workshop sobre Educação em Computação, Curitiba. Anais do XXXII CSBC (Vol. 2, p. 23). sn.
Bembenutty, H.; White, M. C. Academic performance and satisfaction with homework completion among college students. Learning and Individual Differences, v. 24, p. 83–88, 2013. ISSN 1041-6080. Available on the Internet at https://www.sciencedirect.com/science/article/pii/S1041608012001641. Access March 20th, 2023.
Campbell, J., Horton, D., & Craig, M. (2016, July). Factors for success in online CS1. In Proceedings of the 2016 ACM conference on innovation and technology in computer science education (pp. 320-325).
Carvalho, F., & Braga, M. (2022). Pensamento Computacional na Educação Brasileira: um olhar segundo artigos do Congresso Brasileiro de Informática na Educação. Revista Brasileira de Informática na Educação, 30, 237-261. DOI: https://sol.sbc.org.br/journals/index.php/rbie/article/view/2649.
Clancy, M; (2022) Building a new research filed. Available on the Internet at https://www.newthingsunderthesun.com/pub/7dh7t8uu/release/6. Access Mar 18th, 2023.
Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C. and Woollard, J. (2015). Computational thinking - a guide for teachers Swindon. Computing at School 18pp. doi: https://eprints.soton.ac.uk/424545/.
Falkner, K., Vivian, R., Falkner, N. J. Identifying computer science self-regulated learning strategies. In: Proceedings of the 2014 Conference on Innovation Technology in Computer Science Education. New York, NY, USA: Association for Computing Machinery, 2014. (ITiCSE ’14), p. 291–296. ISBN 9781450328333. Available on the Internet at https://doi.org/10.1145/2591708.2591715. Access April 1st, 2023.
Flavell, J. H. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, v. 34, p. 906–911, 1979.
Flavell, J. H. Speculations about the nature and development of metacognition. Lawrence Erlbaum Associates, p. 21–29, 1987.
Ganda, D.; Boruchovitch, E. A autorregulação da aprendizagem: principais conceitos e modelos teóricos. Psicologia da Educação, v. 46, 2018. Available on the Internet at [link]. Access Mar 19th, 2023.
Grau, V.; Whitebread, D. Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, v. 22, n. 6, p. 401–412, 2012. ISSN 0959-4752. DOI: https://doi.org/10.1016/j.learninstruc.2012.03.003.
Guarda, G. F. Um Framework pedagógico desplugado para a prática das habilidades do Pensamento Computacional no Ensino Fundamental. 2022. 141 f. Tese (Doutorado em Ciências, Tecnologias e Inclusão) - Instituto de Biologia, Universidade Federal Fluminense, Niterói, 2022.
Henry, J., Hernalesteen, A., Dumas, B., & Collard, A. S. (2018). Que signifie éduquer au numérique? Pour une approche interdisciplinaire. De 0 à, 1, 61-82.
Hu, C. (2011). Computational thinking: what it might mean and what we might do about it. ITiCSE '11: Proceedings of the 16th annual joint conference on Innovation and technology in computer science education. 2011. p. 223–227. doi: https://dl.acm.org/doi/10.1145/1999747.1999811. Livingston, J. Metacognition: An overview. 2003.
Loksa, D. et al. Metacognition and self-regulation in programming education: Theories and exemplars of use. ACM Trans. Comput. Educ., Association for Computing Machinery, New York, NY, USA, v. 22, n. 4, Sep. 2022. Available on the Internet at: https://doi.org/10.1145/3487050. Access April 1st, 2023.
Medeiros, S. R. S.; Martins, C. A.; Medeiros, I. G. Materiais didáticos utilizados nas formações de professores em Pensamento Computacional. In: Simpósio brasileiro de informática na educação, 32, 2021, Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2021. p. 1096-1106. doi: https://sol.sbc.org.br/index.php/sbie/article/view/18133.
Newman, B. M.; Newman, P. R. Self-regulation theories. In: Newman, B. M.; Newman, P. R. (Ed.). Theories of Adolescent Development. Academic Press, 2020. p. 213–243.
Papert, S. A. (1980). Mindstorms: Children, computers, and powerful ideas. Basic books.
Panadero, E.; Andrade, H.; Brookhart, S. Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. Aust. Educ. Res., v. 45, p. 13–31, 2018. doi: https://doi.org/10.1007/s13384-018-0258-y.
Perels, F.; Gürtler, T.; Schmitz, B. Training of self-regulatory and problem-solving competence. Learning and Instruction, v. 15, n. 2, p. 123–139, 2005. DOI: https://doi.org/10.1016/j.learninstruc.2005.04.010.
Pintrich, P. R. The role of goal orientation in self-regulated learning. In: . [S.l.: s.n.], 2000.
Prather, J. et al. What do we think we think we are doing? metacognition and self-regulation in programming. In: Proceedings of the 2020 ACM Conference on International Computing Education Research. New York, NY, USA: Association for Computing Machinery, 2020. (ICER ’20), p. 2–13. ISBN 9781450370929. Available on the Internet at: https://doi.org/10.1145/3372782.3406263. Access April 1st, 2023.
Ross John, A. The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, v. 11, paper10, 2018. Available on the Internet at https://scholarworks.umass.edu/pare/vol11/iss1/10. Access March 10th, 2023.
Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational psychology review, 20, 463-467.
Stephenson, B. et al. Exam wrappers: Not a silver bullet. In: Proceedings of the 23rd Western Canadian Conference on Computing Education. New York, NY, USA: Association for Computing Machinery, 2018. (WCCCE ’18). ISBN 9781450358057. Available on the Internet at: https://doi.org/10.1145/3209635.3209655. Access April 1st, 2023.
Tekdal, M. (2021). Trends and development in research on computational thinking. Education and Information Technologies, 26(5), 6499-6529.
Veiga, A. V. L. d. Conselho de Cooperação Educativa: A Participação dos Alunos na Regulação dos Processos de Aprendizagem. 2017. Available on the Internet at http://hdl.handle.net/10400.21/8426. Access March 20th, 2023.
Winne, P. H.; Hadwin, A. E. Studying as self-regulated learning. Routledge, p. 291–318, 1998.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. Wolters, C. A. Regulation of motivation: Contextual and social aspects. Teachers College Record, v. 113, n. 2, p. 265–283, 2011.
Wolters, C. A.; Benzon, M. B. Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, Routledge, v. 81, n. 2, p. 199–221, 2013. doi: https://doi.org/10.1080/00220973.2012.699901.
Zimmerman, B. J. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. Guilford Publications, p. 1–19, 1998.
Zimmerman, B. J. From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, Routledge, v. 48, n. 3, p. 135–147, 2013. DOI: https://doi.org/10.1080/00461520.2013.794676.
Publicado
06/08/2023
Como Citar
LEITE, Paula Torales; GUARDA, Graziela Ferreira; SILVEIRA, Ismar Frango.
Building Awareness About Computational Thinking as a Research Field through a Graduate Course for Computer Scientists: a Metacognitive and Self-regulated proposal. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 31. , 2023, João Pessoa/PB.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 224-234.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2023.230615.
