Ensino de conceitos básicos de programação usando MIT App Inventor para alunos de escolas públicas: um relato de experiência
Resumo
Uma pauta cada vez mais discutida está relacionada às capacidades que devem ser exercitadas para desenvolver profissionais capazes de se adaptar a essa sociedade mais tecnológica e digital. Nesse contexto, é certo que a principal habilidade a ser estimulada e desenvolvida é o pensamento computacional, por ser aplicável e requisitada em qualquer ramo profissional dentro dessa nova realidade. Visto isso, os integrantes do grupo GET Engenharia Computacional juntamente dos integrantes da Escola de Games UFJF propuseram o ensino de programação utilizando o MIT App Inventor. Dentro desse contexto, o objetivo desse artigo é realizar um relato sobre os resultados alcançados, assim como os problemas enfrentados durante a experiência.Referências
Belmar, H. (2022). Review on the teaching of programming and computational thinking in the world. Frontiers in Computer Science, 4.
BNCC (2018). Base nacional comum curricular. Ministério da Educação.
García-Peñalvo, F. J. (2018). Editorial computational thinking. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 13(1):17–19.
García-Peñalvo, F. J. and Mendes, A. J. (2018). Exploring the computational thinking effects in pre-university education. Computers in Human Behavior, 80:407–411.
Genesio, N., Menezes, M., Almeida, J., Boaventura, A., and Valle, P. (2023). Aprendendo lógica de programação desenvolvendo jogos digitais: Um relato de experiência. In Anais do XXIX Workshop de Informática na Escola, pages 375–386, Porto Alegre, RS, Brasil. SBC.
Lin, Y.-T. and Hsu, T.-C. (2020). Effects of using mobile phone programs to control educational robots on the programming self-efficacy of the third grade students. In Proceedings of International Conference on Computational Thinking Education.
Lockwood, J. and Mooney, A. (2017). Computational thinking in education: Where does it fit? A systematic literary review. CoRR, abs/1703.07659.
Lye, S. Y. and Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for k-12? Computers in Human Behavior, 41:51–61.
Manovich, L. (2013). Software takes command. Bloomsbury Academic.
Papert, S. (1980). Mindstorms: children, computers, and powerful ideas. Basic Books, Inc., USA.
Pellas, N. and Vosinakis, S. (2018). The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. Education and Information Technologies, 23(6):2423–2452.
St. Georgiev, T. (2019). Students’ viewpoint about using mit app inventor in education. In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), pages 611–616.
Tang, X., Yin, Y., Lin, Q., Hadad, R., and Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148:103798.
Wing, J. (2011). Research notebook: Computational thinking—what and why. The link magazine, 6:20–23.
Wing, J. M. (2006). Computational thinking. Commun. ACM, 49(3):33–35.
BNCC (2018). Base nacional comum curricular. Ministério da Educação.
García-Peñalvo, F. J. (2018). Editorial computational thinking. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 13(1):17–19.
García-Peñalvo, F. J. and Mendes, A. J. (2018). Exploring the computational thinking effects in pre-university education. Computers in Human Behavior, 80:407–411.
Genesio, N., Menezes, M., Almeida, J., Boaventura, A., and Valle, P. (2023). Aprendendo lógica de programação desenvolvendo jogos digitais: Um relato de experiência. In Anais do XXIX Workshop de Informática na Escola, pages 375–386, Porto Alegre, RS, Brasil. SBC.
Lin, Y.-T. and Hsu, T.-C. (2020). Effects of using mobile phone programs to control educational robots on the programming self-efficacy of the third grade students. In Proceedings of International Conference on Computational Thinking Education.
Lockwood, J. and Mooney, A. (2017). Computational thinking in education: Where does it fit? A systematic literary review. CoRR, abs/1703.07659.
Lye, S. Y. and Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for k-12? Computers in Human Behavior, 41:51–61.
Manovich, L. (2013). Software takes command. Bloomsbury Academic.
Papert, S. (1980). Mindstorms: children, computers, and powerful ideas. Basic Books, Inc., USA.
Pellas, N. and Vosinakis, S. (2018). The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. Education and Information Technologies, 23(6):2423–2452.
St. Georgiev, T. (2019). Students’ viewpoint about using mit app inventor in education. In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), pages 611–616.
Tang, X., Yin, Y., Lin, Q., Hadad, R., and Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148:103798.
Wing, J. (2011). Research notebook: Computational thinking—what and why. The link magazine, 6:20–23.
Wing, J. M. (2006). Computational thinking. Commun. ACM, 49(3):33–35.
Publicado
21/07/2024
Como Citar
COSTA, Hiero Henrique Barcelos et al.
Ensino de conceitos básicos de programação usando MIT App Inventor para alunos de escolas públicas: um relato de experiência. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 32. , 2024, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 297-306.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2024.3019.
