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Abstract(s)
O presente relatório, realizado no âmbito da Unidade Curricular de Prática do Ensino Supervisionada II, está organizado em duas partes. A primeira parte descreve as práticas pedagógicas desenvolvidas no 1.º e no 2.º Ciclo do Ensino Básico e apresenta uma análise crítica comparativa e refletiva sobre os dois contextos. A segunda parte refere-se à implementação de um estudo, aplicado numa turma do 4.º ano de escolaridade no contexto do 1.º Ciclo do Ensino Básico. Com o estudo apresentado pretende-se compreender que tipo de estratégias usam os alunos na aplicação de tarefas unplugged associadas ao Pensamento Computacional. Estas tarefas referem-se a atividades que não recorrem ao mundo digital, ainda assim permite que os alunos adquirem as práticas do pensamento computacional, nomeadamente, a abstração, a decomposição, o reconhecimento de padrões, a algoritmia e a depuração, mas também outras capacidades relacionadas com a programação. Para isso, foram definidas duas questões de investigação: (i) Quais as práticas que os alunos evidenciam na resolução de problemas, no início do estudo? e (ii) De que modo os alunos desenvolvem as práticas do pensamento computacional, através das tarefas unplugged? A metodologia adotada para este estudo foi de natureza qualitativa, através de um estudo de caso. Para a recolha de dados privilegiou-se a análise documental, a observação direta participante, o registo de gravações-áudio e a análise das resoluções de três tarefas desenvolvidas por quatro alunos. Os resultados revelaram que a prática mais mobilizada pelos alunos se refere à decomposição, pois é uma aplicação que o aluno utiliza, obrigatoriamente, na resolução de problemas. Em contrapartida, o reconhecimento de padrões é a prática que os alunos revelaram ter mais dificuldade. No fim, é apresentada a reflexão crítica que mostra como todo o processo da prática pedagógica é fundamental para a atividade docente.
This report, carried out as part of the Curricular Unit Prática do Ensino Supervisionada II, is organised in two parts. The first part describes the pedagogical practices developed in the 1st and 2nd cycles of Basic Education and presents a critical comparative and reflective analysis about both contexts. The second part refers to the implementation of an empirical study, applied to a 4th grade class in the context of the 1st cycle of Basic Education. The aim of this study is to understand what kind of strategies students use when applying unplugged tasks associated with Computational Thinking. These tasks refer to activities that do not make use of the digital world, yet they allow students to acquire the practices of computational thinking, namely abstraction, decomposition, pattern recognition, algorithmisation and debugging, but also other skills related to programming. To do this, two investigation questions were defined: (i) What practices do students show in problem solving at the beginning of the study? and (ii) How do students develop the CT practices through the unplugged tasks? The methodology adopted for this study was qualitative in nature through a case study. For data collection, it was privileged documentation analysis, direct observation of the participant, audio-recording, and the analysis of the solutions of three tasks developed by four students. Results show that the practice that were most used by students refer to decomposition, as these is the application the student utilizes, obligatorily, in the resolution of problems. On the other hand, the recognition of patterns is the practice in which students revealed more difficulty. At the end, a critical reflection is presented which shows how the whole process of pedagogical practice is fundamental to teaching.
This report, carried out as part of the Curricular Unit Prática do Ensino Supervisionada II, is organised in two parts. The first part describes the pedagogical practices developed in the 1st and 2nd cycles of Basic Education and presents a critical comparative and reflective analysis about both contexts. The second part refers to the implementation of an empirical study, applied to a 4th grade class in the context of the 1st cycle of Basic Education. The aim of this study is to understand what kind of strategies students use when applying unplugged tasks associated with Computational Thinking. These tasks refer to activities that do not make use of the digital world, yet they allow students to acquire the practices of computational thinking, namely abstraction, decomposition, pattern recognition, algorithmisation and debugging, but also other skills related to programming. To do this, two investigation questions were defined: (i) What practices do students show in problem solving at the beginning of the study? and (ii) How do students develop the CT practices through the unplugged tasks? The methodology adopted for this study was qualitative in nature through a case study. For data collection, it was privileged documentation analysis, direct observation of the participant, audio-recording, and the analysis of the solutions of three tasks developed by four students. Results show that the practice that were most used by students refer to decomposition, as these is the application the student utilizes, obligatorily, in the resolution of problems. On the other hand, the recognition of patterns is the practice in which students revealed more difficulty. At the end, a critical reflection is presented which shows how the whole process of pedagogical practice is fundamental to teaching.
Description
Relatório da prática do 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 Tarefas unplugged Abstração Decomposição Depuração Computational thinking Unplugged tasks Abstraction Decomposition Debubbing
Citation
Marques V. S. F. (2023). O papel das tarefas unplugged no desenvolvimento das práticas do pensamento computacional (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16864