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Pensamento computacional na educação: uma abordagem interdisciplinar com matemática e estudo do meio numa turma do 3.º ano do 1.º ciclo do ensino básico
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Advisor(s)
Abstract(s)
O presente relatório apresentado no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e em Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico apresenta uma caracterização da Prática de Ensino Supervisionada II. Este encontra-se organizado em duas partes. A primeira descreve as práticas pedagógicas desenvol-vidas no 1.º e 2.º Ciclo do Ensino Básico, com uma análise comparativa e refletida de ambos os contextos. A segunda refere-se à investigação realizada numa turma do 3.º ano, no contexto de uma escola privada em Massamá. O estudo procurou compreender Como promover as práticas do Pensamento Computacional através de tarefas interdisciplinares entre a Matemática e o Estudo do Meio. Para tal, foram desenvolvidas e implementadas tarefas interdisciplinares idealizadas para promover o Pensamento Computacional, permitindo identificar as dificuldades evi-denciadas nestas práticas ao resolver as tarefas e analisar a evolução das mesmas ao longo do estudo. O estudo, de natureza qualitativa e paradigma interpretativo, seguiu uma abor-dagem de investigação-ação, envolvendo a recolha de dados através da observação direta com consequente registo de notas de campo e de um pré-teste, cinco tarefas intermédias e de um pós-teste. Os dados foram analisados com recurso à análise de conteúdo, sendo os seus resultados codificados e interpretados segundo categorias de análise. Os resultados evidenciam progressos significativos nas aprendizagens dos alu-nos, tanto na aplicação das práticas do PC, como na compreensão de conceitos inter-disciplinares. A análise das tarefas revelou que o uso de estratégias de PC contribuiu para o desenvolvimento de competências interdisciplinares, promovendo raciocínios mais estruturados e maior autonomia na resolução de desafios. Todavia, persistiram algumas dificuldades em conceitos específicos, evidenciando a necessidade de reforço pedagógico. Estes resultados sugerem que a incorporação do Pensamento Computaci-onal em atividades interdisciplinares pode ser uma estratégia eficaz para potenciar aprendizagens significativas e promover competências transversais nos alunos.
ABSTRACT This report, which forms part of the Master's Degree in Teaching, is concerned with the 1st Cycle of Basic Education and with Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It provides a characterization of Supervised Teaching Practice II. The report is organized into two parts. The first describes the teaching prac-tices developed in the 1st and 2nd Cycles of Basic Education, with a comparative and reflective analysis of both contexts. The second part refers to the research carried out in a 3rd grade class in a private school in Massamá. The objective of the study was to ascertain the impact of integrating computa-tional thinking into interdisciplinary activities in mathematics and environmental studies on students' learning outcomes in these subjects. To this end, interdisciplinary tasks de-signed to promote computational thinking were developed and implemented, enabling the identification of the practices employed by students and the evaluation of their con-tribution to the learning of concepts. The study employed a qualitative, interpretative paradigm and an action research approach, whereby data were collected through direct observation, resulting in the doc-umentation of field notes and a pre-test, five intermediate tasks, and a post-test. The data were then subjected to content analysis, with the results coded and interpreted ac-cording to pre-established categories. The results demonstrate notable advancement in the students' learning, both in terms of the application of CP practices and in the comprehension of interdisciplinary concepts. The analysis of the tasks revealed that the use of CP strategies contributed to the development of interdisciplinary skills, promoting more structured reasoning and greater autonomy in solving challenges. However, some difficulties persisted in specific concepts, highlighting the need for pedagogical reinforcement. These results suggest that incorporating computational thinking into interdisciplinary activities can be an effec-tive strategy for boosting meaningful learning and promoting transferable skills in stu-dents.
ABSTRACT This report, which forms part of the Master's Degree in Teaching, is concerned with the 1st Cycle of Basic Education and with Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It provides a characterization of Supervised Teaching Practice II. The report is organized into two parts. The first describes the teaching prac-tices developed in the 1st and 2nd Cycles of Basic Education, with a comparative and reflective analysis of both contexts. The second part refers to the research carried out in a 3rd grade class in a private school in Massamá. The objective of the study was to ascertain the impact of integrating computa-tional thinking into interdisciplinary activities in mathematics and environmental studies on students' learning outcomes in these subjects. To this end, interdisciplinary tasks de-signed to promote computational thinking were developed and implemented, enabling the identification of the practices employed by students and the evaluation of their con-tribution to the learning of concepts. The study employed a qualitative, interpretative paradigm and an action research approach, whereby data were collected through direct observation, resulting in the doc-umentation of field notes and a pre-test, five intermediate tasks, and a post-test. The data were then subjected to content analysis, with the results coded and interpreted ac-cording to pre-established categories. The results demonstrate notable advancement in the students' learning, both in terms of the application of CP practices and in the comprehension of interdisciplinary concepts. The analysis of the tasks revealed that the use of CP strategies contributed to the development of interdisciplinary skills, promoting more structured reasoning and greater autonomy in solving challenges. However, some difficulties persisted in specific concepts, highlighting the need for pedagogical reinforcement. These results suggest that incorporating computational thinking into interdisciplinary activities can be an effec-tive strategy for boosting meaningful learning and promoting transferable skills in stu-dents.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Pensamento Computacional Interdisciplinaridade Aprendizagem Matemática Estudo do Meio Computational thinking Interdisciplinarity Learning Mathematics Environmental Studies
Citation
Pereira, P. A. C. (2024). Pensamento computacional na educação: uma abordagem interdisciplinar com matemática e estudo do meio numa turma do 3.º ano do 1.º ciclo do ensino básico [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/21530
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa