Fortalecendo as habilidades de pensamento computacional na educação infantil: experiência de aprendizado através de interfaces gráficas e tangíveis
DOI:
https://doi.org/10.17398/1695-288X.18.2.133Palavras-chave:
Pensamento Computacional, Programação, Robótica, Educação infantilResumo
O desenvolvimento e a integração da tecnologia digital, no atual contexto social, requer o desenho de propostas educacionais que contribuam para o fortalecimento dos processos de ensino-aprendizagem por meio de recursos e materiais didáticos que proporcionem dinamismo, flexibilidade e inovação. Uma abordagem que está ganhando popularidade, no cenário internacional, é abordar o ensino de tecnologia, programação e pensamento computacional desde os estágios iniciais da escola. Este artigo apresenta alguns dos resultados alcançados com o desenvolvimento de uma experiência formativa na aprendizagem do pensamento computacional na educação infantil. O estudo corresponde a um desenho quase experimental com medidas pré-teste e pós-teste, sem um grupo controle. A amostra de participantes foi de 44 alunos e 2 professores, de uma escola concertada, em Salamanca, Espanha, durante o período 2017-2018. As atividades consistiram em resolver problemas com desafios de programação usando uma interface tangível e outra gráfica. Os instrumentos utilizados foram uma rubrica, questionários e diário de campo. Os resultados gerais mostram a existência de diferenças entre o pré-teste e o pós-teste, o que indica que foi gerado um avanço em relação ao aprendizado do pensamento computacional por meio da característica explorada. Além disso, há uma aceitação positiva das atividades entre alunos e professores. O estudo representa uma avaliação inicial da aquisição de habilidades de programação e pensamento computacional nos estágios iniciais da educação.
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