Loading...
Publication
O Pensamento Computacional para a promoção de aprendizagens significativas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.06 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório surge de todo o trabalho desenvolvido nas unidades curriculares de Estágio Pedagógico I e II, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
O Pensamento Computacional apresenta-se como uma abordagem pedagógica inovadora e eficaz para promover aprendizagens significativas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, preparando as crianças para os desafios e oportunidades do século XXI. É fundamental que os educadores e as instituições de ensino continuem a explorar e a desenvolver estratégias para integrar o Pensamento Computacional no ambiente escolar, visando potencializar o desenvolvimento cognitivo e sócio emocional dos alunos.
Ao longo deste trabalho, apresentaremos uma análise da literatura da especialidade já existente, bem como de estudos realizados nesta área. Para além disto, analisaremos e refletiremos sobre as práticas educativas realizadas em contexto de estágio, na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, destacando as atividades que visaram desenvolver as competências do Pensamento Computacional. Relativamente à componente da prática pedagógica, podemos concluir que os objetivos delineados foram atingidos através de um conjunto de atividades que procuraram, por um lado, desenvolver as crianças e alunos de uma forma global, em cada uma das áreas de conteúdo e áreas disciplinares, e, por outro lado, colocando alguma ênfase na implementação de atividades que promovessem competências de Pensamento Computacional, com recurso a tecnologias e a atividades unplugged.
De forma a complementar o trabalho, realizámos um pequeno estudo, com o intuito de perceber de que forma os Educadores de Infância e Professores do 1.º Ciclo do Ensino Básico olham para o Pensamento Computacional e para a forma como o perspetivam na sua prática pedagógica, uma vez que o Pensamento Computacional apenas foi inserido no currículo do 1.º Ciclo do Ensino Básico na RAA recentemente e que ainda não é referenciado para a Educação Pré-escolar. Os resultados indicam que há desafios e limitações no processo de implementação de atividades ligadas ao Pensamento Computacional na Educação, como a falta de formação dos professores e a falta de recursos adequados. No entanto, os benefícios observados nas crianças e o entusiasmo dos alunos em participar nas atividades sugerem que vale a pena investir na integração do Pensamento Computacional no currículo escolar.
ABSTRACT: This Internship Report arises from all the work developed in the curricular units of Pedagogical Internship I and II, integrated in the master’s degree in Pre-School Edu-cation and Primary School Education, by the University of the Azores. Computational thinking presents itself as an innovative and effective pedagogical approach to promote meaningful learning in Pre-School Education and in Primary School Education, preparing children for the challenges and opportunities of the 21st century. It is essential that educators and educational institutions continue to explore and develop strategies to integrate Computational Thinking into the school environment, aiming to enhance student’s cognitive and socioemotional development. Throughout this report we will present an analysis of existing literature, as well as studies already carried out on this subject. In addition, we will analyze and reflect on the educational practices carried out in the context of internships in Pre-School Education and in Primary School Education, highlighting the activities that aimed to develop Com-putational Thinking skills. In terms of pedagogical practice, we can demonstrate that the outlined objectives have been achieved. To complement our research, we carried out a small study with the aim of under-standing how Early Childhood Educators and Primary School Teachers look at Compu-tational Thinking and how they view it in their practice pedagogical, since it has only recently been included in Primary Schools’ curriculum and is still not referred for Pre-School Education. From this study we were able to conclude that there are challenges and limitations in the process of implementing Computational Thinking in education, such as the lack of teacher training and the lack of adequate resources. However, the benefits observed in children and the enthusiasm of students in participating in the activities presented suggest that it is a worthwhile investment to integrate Computational Thinking in the school cur-riculum.
ABSTRACT: This Internship Report arises from all the work developed in the curricular units of Pedagogical Internship I and II, integrated in the master’s degree in Pre-School Edu-cation and Primary School Education, by the University of the Azores. Computational thinking presents itself as an innovative and effective pedagogical approach to promote meaningful learning in Pre-School Education and in Primary School Education, preparing children for the challenges and opportunities of the 21st century. It is essential that educators and educational institutions continue to explore and develop strategies to integrate Computational Thinking into the school environment, aiming to enhance student’s cognitive and socioemotional development. Throughout this report we will present an analysis of existing literature, as well as studies already carried out on this subject. In addition, we will analyze and reflect on the educational practices carried out in the context of internships in Pre-School Education and in Primary School Education, highlighting the activities that aimed to develop Com-putational Thinking skills. In terms of pedagogical practice, we can demonstrate that the outlined objectives have been achieved. To complement our research, we carried out a small study with the aim of under-standing how Early Childhood Educators and Primary School Teachers look at Compu-tational Thinking and how they view it in their practice pedagogical, since it has only recently been included in Primary Schools’ curriculum and is still not referred for Pre-School Education. From this study we were able to conclude that there are challenges and limitations in the process of implementing Computational Thinking in education, such as the lack of teacher training and the lack of adequate resources. However, the benefits observed in children and the enthusiasm of students in participating in the activities presented suggest that it is a worthwhile investment to integrate Computational Thinking in the school cur-riculum.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 20 de setembro de 2024, Universidade dos Açores.
Keywords
Estágio Pedagógico Educação Pré-Escolar 1.º Ciclo do Ensino Básico Aprendizagem Significativa Pensamento Computacional Robótica Educativa
Citation
Gata, Graça Moniz. (2024). "O Pensamento Computacional para a promoção de aprendizagens significativas na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". 129 p. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/7218