Ensino de Pensamento Computacional para Alunos dos Anos Finais do Ensino Fundamental Utilizando Computação Desplugada e Pseudocódigo: estudo de caso na região Norte do Ceará

• Alex de Sousa Ramos UFC
• Iális Cavalcante Paula Júnior UFC

DOI: https://doi.org/10.5753/wpci.2023.236082

Abstract

This study addresses the teaching of Computational Thinking to students in the final years of elementary school in the North region of Ceará, focusing on the use of unplugged methods and pseudocode. Computational Thinking is a vital skill for tackling digital challenges, involving logical problem-solving based on computer science concepts. Given the difficulty of teaching programming, especially in public schools with resource limitations, the unplugged approach and pseudocode emerge as effective alternatives. This research observes that students in this age group are capable of assimilating related concepts and demonstrates that these methods are not only effective but also replicable.

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