Scratch no Desenvolvimento do Pensamento Computacional: um Quasi-Experimento com Alunos 9º ano
Resumo
Pensamento Computacional (PC) aplica princípios da Ciência da Computação para resolver problemas de maneira lógica e criativa. Scratch é uma linguagem visual para iniciantes amplamente utilizada na educação em programação. Este artigo apresenta um quasi-experimento investigando o impacto do Scratch no desenvolvimento das habilidades de PC em alunos do 9º ano. Os resultados fornecem evidências preliminares de que não houve diferença estatisticamente significativa entre as abordagens de ensino comparadas.Referências
Brasil (2022). Conselho Nacional de Educação. Normas sobre Computação na Educação Básica – Complemento à BNCC. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental - Processo Nº 23001.001050/2019-18.
Bressan, M. L. Q. and Amaral, M. A. (2015). Avaliando a contribuição do scratch para a aprendizagem pela solução de problemas e o desenvolvimento do pensamento criativo. Revista Intersaberes, 10(21):509–526.
Chen, Y., Wang, Y., and Li, Y. (2023). The effectiveness of teaching approaches in computational thinking education: A meta-analysis. page 386–392.
CNE/CEB (2022). Resolução cne/ceb 2/2002 - institui normas sobre computação na educação básica – complemento à base nacional comum curricular (bncc).
Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(06):33–39.
Denning, P. J. and Tedre, M. (2021). Computational thinking: A disciplinary perspective. Informatics in Education.
Furtado, V., OliveiraJr, E., and Kalinowski, M. (2021). Guidelines for promoting software product line experiments. In Proceedings of the 15th Brazilian Symposium on Software Components, Architectures, and Reuse, SBCARS ’21, page 31–40, New York, NY, USA. Association for Computing Machinery.
Hsu, T.-C., Chang, S.-C., and Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers Education, 126:296–310.
Kitchenham, B., Pfleeger, S., Pickard, L., Jones, P., Hoaglin, D., El Emam, K., and Rosenberg, J. (2002). Preliminary guidelines for empirical research in software engineering. IEEE Transactions on Software Engineering, 28(8):721–734.
Luz, C., OliveiraJr, E., and Steinmacher, I. (2023). A conceptual model to support teaching of software engineering controlled (quasi-)experiments. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering, SBES ’23, page 236–245, New York, NY, USA. Association for Computing Machinery.
National Academies of Sciences, Engineering, M. et al. (2018). Open science by design: Realizing a vision for 21st century research.
OliveiraJr, E., Furtado, V., Vignando, H., Luz, C., Cordeiro, A., Steinmacher, I., and Zorzo, A. (2021). Towards improving experimentation in software engineering. In Proceedings of the XXXV Brazilian Symposium on Software Engineering, SBES ’21, page 335–340, New York, NY, USA. Association for Computing Machinery.
Papert, S. A. (1980). Mindstorms: Children, computers, and powerful ideas. Basic books.
Resnick, M. (1998). Technologies for lifelong kindergarten. Educational Technology Research Development, 46(04):43–55.
Resnick, M. and et. al. (2009). Scratch: programming for all. Communications of the ACM, 52(22):60–67.
Ribeiro, L., Foss, L., Cavalheiro, S. A. D. C., Kniphoff da Cruz, M. E. J., and Soares de França, R. (2023). The brazilian school computing standard. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, SIGCSE 2023, page 53–58, New York, NY, USA. Association for Computing Machinery.
Ribeiro, R. P. and et al. (2018). Mensurando o desenvolvimento do pensamento computacional por meio de mapas auto-organizáveis: Comparação de métricas de complexidade de software com dr. scratch e ct-test.
Rodríguez-Martínez, J. A., González-Calero, J. A., and Sáez-López, J. M. (2019). Computational thinking and mathematics using scratch: an experiment with sixth-grade students. Interactive Learning Environments, 28(3):316–327.
SBC (2019). Diretrizes da sbc para ensino de computação na educação básica.
SEED (2023). Paraná, secretaria de estado da educação - diretoria de educação, ofício circular n.º 006/2023-deduc/seed. uso das plataformas digitais educacionais de aprendizagem.
UNESCO (2023). Unesco recommendation on open science.
Wing, J. M. (2006). Computational thinking. Commun. ACM, 49(3):33–35.
Xanthippi Tsortanidou, T. D. and Barberá, E. (2021). A k-6 computational thinking curricular framework: pedagogical implications for teaching practice. Interactive Learning Environments, 0(0):1–21.
Özgen Korkmaz, Çakir, R., and Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (cts). Computers in Human Behavior, 72(3/4):558–569.
Bressan, M. L. Q. and Amaral, M. A. (2015). Avaliando a contribuição do scratch para a aprendizagem pela solução de problemas e o desenvolvimento do pensamento criativo. Revista Intersaberes, 10(21):509–526.
Chen, Y., Wang, Y., and Li, Y. (2023). The effectiveness of teaching approaches in computational thinking education: A meta-analysis. page 386–392.
CNE/CEB (2022). Resolução cne/ceb 2/2002 - institui normas sobre computação na educação básica – complemento à base nacional comum curricular (bncc).
Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(06):33–39.
Denning, P. J. and Tedre, M. (2021). Computational thinking: A disciplinary perspective. Informatics in Education.
Furtado, V., OliveiraJr, E., and Kalinowski, M. (2021). Guidelines for promoting software product line experiments. In Proceedings of the 15th Brazilian Symposium on Software Components, Architectures, and Reuse, SBCARS ’21, page 31–40, New York, NY, USA. Association for Computing Machinery.
Hsu, T.-C., Chang, S.-C., and Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers Education, 126:296–310.
Kitchenham, B., Pfleeger, S., Pickard, L., Jones, P., Hoaglin, D., El Emam, K., and Rosenberg, J. (2002). Preliminary guidelines for empirical research in software engineering. IEEE Transactions on Software Engineering, 28(8):721–734.
Luz, C., OliveiraJr, E., and Steinmacher, I. (2023). A conceptual model to support teaching of software engineering controlled (quasi-)experiments. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering, SBES ’23, page 236–245, New York, NY, USA. Association for Computing Machinery.
National Academies of Sciences, Engineering, M. et al. (2018). Open science by design: Realizing a vision for 21st century research.
OliveiraJr, E., Furtado, V., Vignando, H., Luz, C., Cordeiro, A., Steinmacher, I., and Zorzo, A. (2021). Towards improving experimentation in software engineering. In Proceedings of the XXXV Brazilian Symposium on Software Engineering, SBES ’21, page 335–340, New York, NY, USA. Association for Computing Machinery.
Papert, S. A. (1980). Mindstorms: Children, computers, and powerful ideas. Basic books.
Resnick, M. (1998). Technologies for lifelong kindergarten. Educational Technology Research Development, 46(04):43–55.
Resnick, M. and et. al. (2009). Scratch: programming for all. Communications of the ACM, 52(22):60–67.
Ribeiro, L., Foss, L., Cavalheiro, S. A. D. C., Kniphoff da Cruz, M. E. J., and Soares de França, R. (2023). The brazilian school computing standard. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, SIGCSE 2023, page 53–58, New York, NY, USA. Association for Computing Machinery.
Ribeiro, R. P. and et al. (2018). Mensurando o desenvolvimento do pensamento computacional por meio de mapas auto-organizáveis: Comparação de métricas de complexidade de software com dr. scratch e ct-test.
Rodríguez-Martínez, J. A., González-Calero, J. A., and Sáez-López, J. M. (2019). Computational thinking and mathematics using scratch: an experiment with sixth-grade students. Interactive Learning Environments, 28(3):316–327.
SBC (2019). Diretrizes da sbc para ensino de computação na educação básica.
SEED (2023). Paraná, secretaria de estado da educação - diretoria de educação, ofício circular n.º 006/2023-deduc/seed. uso das plataformas digitais educacionais de aprendizagem.
UNESCO (2023). Unesco recommendation on open science.
Wing, J. M. (2006). Computational thinking. Commun. ACM, 49(3):33–35.
Xanthippi Tsortanidou, T. D. and Barberá, E. (2021). A k-6 computational thinking curricular framework: pedagogical implications for teaching practice. Interactive Learning Environments, 0(0):1–21.
Özgen Korkmaz, Çakir, R., and Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (cts). Computers in Human Behavior, 72(3/4):558–569.
Publicado
21/07/2024
Como Citar
SANTANA, Claudia Heidemann de; CAMILETTI, Ana Paula; RAND, Déverson Rogério; NASCIMENTO, Erinaldo Sanches; OLIVEIRAJR, Edson; AMARAL, Aline Maria Malachini Miotto.
Scratch no Desenvolvimento do Pensamento Computacional: um Quasi-Experimento com Alunos 9º ano. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 32. , 2024, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 513-524.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2024.2121.
