Ensinando Design de Interface de Usuário na Educação Básica: Um Mapeamento Sistemático do Estado da Arte e Prática
Resumo
O ensino de computação na Educação Básica é tipicamente realizado por meio de atividades práticas nas quais os alunos criam artefatos de software. Isso pode não abranger outras competências importantes, como o design de interface do usuário (UI). Assim, a fim de obter uma visão geral do estado da arte e da prática do ensino de competências de design de UI na Educação Básica, realizamos um mapeamento sistemático. Foram encontradas 16 unidades instrucionais, abordando diversos conceitos. No entanto, identificamos uma carência de detalhes e acessibilidade a essas unidades. Mesmo assim, aplicações fornecem primeiras indicações de que o ensino de design de UI pode ser benéfico no contexto da Educação Básica.
Referências
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Brown, T., & Katz, B. (2011). Change by design. Journal of Product Innovation Management, 28(3), 381-383.
Chen, P., Huang, R. (2017). Design thinking in App inventor game design and development: A case study. In: Proc. of 17th Int. Conf. on Advanced Learning Technologies. Timisoara, Romania.
Chiam, N., Ghazali, M. A. (2012). Systematic Literature Review on the Role of Usability in Software Engineering Education. In Proc. of Int. Conf. on Information and Knowledge Management.
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Churchill, E. F., Bowser, A., Preece, J. (2013). Teaching and learning human-computer interaction: past, present, and future. Interactions, 20(2), 44-53.
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Code like a Girl. (2017). Disponível em: <https://code.likeagirl.io/>. Acesso em: ago. 2019.
Collofello, J. S. (2002) Creation, deployment and evaluation of an innovative secondary school Software development curriculum module. In Proc. of the 32nd Annual Frontiers in Education, Boston, EUA. CPUXF. (2018).
Curriculum and Glossary. Version 3.15 EN, 23 March 2018. CREATELAB (2017). Disponível em: < http://www.mycreatelab.com/ais/>. Acesso em: ago. 2019.
CSTA. (2017). K-12 Computer Science Framework. Disponível em: <https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/176/CSTA%20Computer%20Science%20Standards%20Revised%202017.pdf>.
Denner, J., et al. (2005). The girls creating games program: Strategies for engaging middle-school girls in information technology. Frontiers: A Journal of Women Studies, 26(1), 90-98.
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Francis, K., et al. (2017). Multidisciplinary perspectives on a video case of children designing and coding for robotics. Canadian Journal of Science, Mathematics and Technology Education, 17(3), 165-178.
Garrett, J. J. (2011).The Elements of User Experience: User-Centered Design for the Web and Beyond, (2nd ed.). Berkeley: New Riders.
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Grover, S., e Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
Haddaway, N. R. et al. (2015). The role of Google Scholar in evidence reviews and its applicability to grey literature searching. PloS one, 10(9).
Heintz, F., et al. (2016) A review of models for introducing computational thinking, computer science and computing in K-12 education. In: Proc. of the Frontiers in Education Conference, Erie, EUA.
H. Hill, B. Rowan, D. Ball, Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 2005, pp. 371-406.
Hubwieser, P. et al. (2015) A global snapshot of computer science education in K-12 schools. In: Proc. of the ITiCSE on Working Group Reports. Nova York, EUA. Iniciativa Computação na Escola. (2017). Disponível em: <http://www.computacaonaescola.ufsc.br>. Acesso em: ago. 2019. ISO 9241-210: 2010. (2009).
Ergonomics of human system interaction-Part, 210. Ke, F., e Im, T. (2014). A case study on collective cognition and operation in team-based computer game design by middle-school children. International Journal of Technology and Design Education, 24(2), 187-201.
Moreno-León, J.; Robles, G. (2016) Code to learn with Scratch? A systematic literature review. In Proc. of the Global Engineering Education Conf., Abu Dhabi, Emirados Árabes. Petersen, K. et al. (2008) Systematic mapping studies in Software engineering. In: Proc. of the 12th Int. Conf. on Evaluation and Assessment in Software Engineering, Swindon, Inglaterra.
Robinson, A., e Pérez-Quiñones, M. A. (2014). Underrepresented middle school girls: on the path to computer science through paper prototyping. In: Proc. of the 45th ACM Technical Symposium on Computer Science Education, Atlanta, EUA.
Robinson, A. et al. (2015). Understanding the attitudes of African American middle school girls toward computer science. In: Proc. of Research in Equity and Sustained Participation in Engineering, Computing, and Technology, Charlotte, EUA.
Sawyer, R. K. (2017). Teaching creativity in art and design studio classes: A systematic literature review. Educational research review, 22, 99-113.
Sullivan, J. F. et al. (2003). Girls embrace technology: A summer internship for high school girls. In Frontiers in Education, Westminster, EUA. Technovation. (2018). Technovation Challenge. Disponível em: < http://www.technovationbrasil.org/curriculo>.
Tekkie Uni (2018). Build Your First App. Disponível em: <https://tekkieuni.com/courses/build-your-first-app/>. Acesso em: ago. 2019.
Van Wart, S. J., Vakil, S., e Parikh, T. S. (2014). Apps for social justice: Motivating computer science learning with design and real-world problem solving. In: Proc. of the Conf. on Innovation e Technology in Computer Science Education, Uppsala, Sweden.
Verhoeff, T. (2006) A master class Software engineering for secondary education. In: Proc. of the Int. Conf. on Informatics in Secondary Schools. Heidelberg, Alemanha.
West-Knights, I. (2017). Why are schools in China looking west for lessons in creativity. Financial Times.
AIGA. (2013). The Professional Association for Design. Disponível em: <https://www.aiga.org/design-ed-k12>. Acesso em: ago. 2019. Bascou, N. A.; Menekse, M. (2016) Robotics in K-12 formal and informal learning environments: A review of literature. In: Proc. of the ASEE Annual Conf. e Exposition. New Orleans, EUA.
Boscarioli, C., et al. (2016). IHC Education in Brazil. In: Proc. of the 15th Brazilian Symposium on Human Factors in Computing Systems. ACM, New York, NY, USA.
Bloom, B. S. et al. (1973). Taxonomia de objetivos educacionais: domínio afetivo. Porto Alegre: Globo.
Brown, T., & Katz, B. (2011). Change by design. Journal of Product Innovation Management, 28(3), 381-383.
Chen, P., Huang, R. (2017). Design thinking in App inventor game design and development: A case study. In: Proc. of 17th Int. Conf. on Advanced Learning Technologies. Timisoara, Romania.
Chiam, N., Ghazali, M. A. (2012). Systematic Literature Review on the Role of Usability in Software Engineering Education. In Proc. of Int. Conf. on Information and Knowledge Management.
Kuala Lumpur, Malaysia. Christensen, K. S. et al. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students' stance towards inquiry. Design Studies, 46, 125-151.
Churchill, E. F., Bowser, A., Preece, J. (2013). Teaching and learning human-computer interaction: past, present, and future. Interactions, 20(2), 44-53.
CODE. (2018). Code.org. Disponível em: <http://code.org>. Acesso em: ago. 2019. CODE.ORG/APP LAB. (2018). Disponível em: <https://code.org/educate/applab>. Acesso em: ago. 2019. CodeClubWorld. (2012). ). Disponível em: &;lt;https://codeclubword.org >. Acesso em: ago. 2019.
CODEHS. (2018). Disponível em: <https://codehs.com/info/curriculum >. Acesso em: ago. 2019.
Code like a Girl. (2017). Disponível em: <https://code.likeagirl.io/>. Acesso em: ago. 2019.
Collofello, J. S. (2002) Creation, deployment and evaluation of an innovative secondary school Software development curriculum module. In Proc. of the 32nd Annual Frontiers in Education, Boston, EUA. CPUXF. (2018).
Curriculum and Glossary. Version 3.15 EN, 23 March 2018. CREATELAB (2017). Disponível em: < http://www.mycreatelab.com/ais/>. Acesso em: ago. 2019.
CSTA. (2017). K-12 Computer Science Framework. Disponível em: <https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/176/CSTA%20Computer%20Science%20Standards%20Revised%202017.pdf>.
Denner, J., et al. (2005). The girls creating games program: Strategies for engaging middle-school girls in information technology. Frontiers: A Journal of Women Studies, 26(1), 90-98.
Edutopia (2015). Edutopia. Disponível em: < https://www.edutopia.org/blog/coding-by-design-first-approach-douglas-kiang >. Acesso em: ago. 2019.
Ferreira, M. N. F., et al. (2018). Material suplementar - Ensinando Design de Interface de Usuário na Educação Básica. Relatório Técnico 09.2018, INCoD/INE/UFSC, Florianópolis, Brasil.
Francis, K., et al. (2017). Multidisciplinary perspectives on a video case of children designing and coding for robotics. Canadian Journal of Science, Mathematics and Technology Education, 17(3), 165-178.
Garrett, J. J. (2011).The Elements of User Experience: User-Centered Design for the Web and Beyond, (2nd ed.). Berkeley: New Riders.
Get started with code 2. (2017). Disponível em: <https://itunes.apple.com/us/book/get-started-with-code-2/id1226776857>. Acesso em: ago. 2019.
Grover, S., e Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
Haddaway, N. R. et al. (2015). The role of Google Scholar in evidence reviews and its applicability to grey literature searching. PloS one, 10(9).
Heintz, F., et al. (2016) A review of models for introducing computational thinking, computer science and computing in K-12 education. In: Proc. of the Frontiers in Education Conference, Erie, EUA.
H. Hill, B. Rowan, D. Ball, Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 2005, pp. 371-406.
Hubwieser, P. et al. (2015) A global snapshot of computer science education in K-12 schools. In: Proc. of the ITiCSE on Working Group Reports. Nova York, EUA. Iniciativa Computação na Escola. (2017). Disponível em: <http://www.computacaonaescola.ufsc.br>. Acesso em: ago. 2019. ISO 9241-210: 2010. (2009).
Ergonomics of human system interaction-Part, 210. Ke, F., e Im, T. (2014). A case study on collective cognition and operation in team-based computer game design by middle-school children. International Journal of Technology and Design Education, 24(2), 187-201.
Moreno-León, J.; Robles, G. (2016) Code to learn with Scratch? A systematic literature review. In Proc. of the Global Engineering Education Conf., Abu Dhabi, Emirados Árabes. Petersen, K. et al. (2008) Systematic mapping studies in Software engineering. In: Proc. of the 12th Int. Conf. on Evaluation and Assessment in Software Engineering, Swindon, Inglaterra.
Robinson, A., e Pérez-Quiñones, M. A. (2014). Underrepresented middle school girls: on the path to computer science through paper prototyping. In: Proc. of the 45th ACM Technical Symposium on Computer Science Education, Atlanta, EUA.
Robinson, A. et al. (2015). Understanding the attitudes of African American middle school girls toward computer science. In: Proc. of Research in Equity and Sustained Participation in Engineering, Computing, and Technology, Charlotte, EUA.
Sawyer, R. K. (2017). Teaching creativity in art and design studio classes: A systematic literature review. Educational research review, 22, 99-113.
Sullivan, J. F. et al. (2003). Girls embrace technology: A summer internship for high school girls. In Frontiers in Education, Westminster, EUA. Technovation. (2018). Technovation Challenge. Disponível em: < http://www.technovationbrasil.org/curriculo>.
Tekkie Uni (2018). Build Your First App. Disponível em: <https://tekkieuni.com/courses/build-your-first-app/>. Acesso em: ago. 2019.
Van Wart, S. J., Vakil, S., e Parikh, T. S. (2014). Apps for social justice: Motivating computer science learning with design and real-world problem solving. In: Proc. of the Conf. on Innovation e Technology in Computer Science Education, Uppsala, Sweden.
Verhoeff, T. (2006) A master class Software engineering for secondary education. In: Proc. of the Int. Conf. on Informatics in Secondary Schools. Heidelberg, Alemanha.
West-Knights, I. (2017). Why are schools in China looking west for lessons in creativity. Financial Times.
Publicado
11/11/2019
Como Citar
FERREIRA, Miriam; PINHEIRO, Fernando; MISSFELDT FILHO, Raul; WANGENHEIM, Christiane Gresse von.
Ensinando Design de Interface de Usuário na Educação Básica: Um Mapeamento Sistemático do Estado da Arte e Prática. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 25. , 2019, Brasília.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 511-520.
DOI: https://doi.org/10.5753/cbie.wie.2019.511.
