Navegando por Assunto "Pensamento computacional"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Um modelo de avaliação do nível de aprendizagem do pensamento computacional aderente à BNCC
(Universidade Federal do Pará, 2023-09-22) RAIOL, Alberto Alan da Costa; SANTOS, Isadora Mendes dos; http://lattes.cnpq.br/2444023853686058; HTTPS://ORCID.ORG/0000-0003-3263-3075; PORTELA, Carlos dos Santos; http://lattes.cnpq.br/7707594869367480
This paper presents an evaluation model of Computational Thinking (CT) in basic education, based on Bloom’s Learning Taxonomy, Solo’s Taxonomy and on Computing Standards for Basic Education. To analyze the evalu- ation model, we propose to apply a workshop using an ”Unplugged Game” that deals with the key CT concepts, such as: Algorithms, Abstraction, and Automation. We believe that the evaluation model will be able to contribute to the improvement of the evaluation processes of the development of computing skills according to Common National Curriculum Base (BNCC).
Acesso aberto (Open Access)
PC_Edu: proposta de recurso educacional digital para formação continuada de professores em pensamento computacional
(Universidade Federal do Pará, 2025-04-15) ARAÚJO, Katia Regina Pimentel; MERLIN, Bruno; http://lattes.cnpq.br/7336467549495208; https://orcid.org/0000-0001-7327-9960
This research developed and validated a digital educational resource (RED) aimed at the continuing education of basic education teachers in computational thinking (CT), with the main objective of improving pedagogical practices on this topic and contributing to the systematization of its paradigms, as established by the guidelines of the National Common Curricular Base (BNCC). The literature review included relevant productions on teacher training in CT, with emphasis on works found in the Mendeley, CAPES and Google Scholar databases, in addition to publications presented at the CBIE, SBIE and WIE events. These studies highlighted the need for training actions and accessible resources that help teachers understand and apply CT. The methodology adopted was descriptive and qualitative-quantitative in nature, anchored in the Design Thinking strategy, applied in five stages: empathy, definition, ideation, prototyping and testing. Data collection and analysis were carried out through three questionnaires distributed at different stages of the research, using the Google Forms platform. The first questionnaire assessed teachers’ prior knowledge of PC, revealing conceptual and practical gaps. The second questionnaire was applied during a face-to-face workshop and showed the demand for a digital resource on the subject, resulting in the design of the RED prototype called PC_Edu. The third questionnaire aimed to validate the design of the resource, allowing the assessment of its applicability and acceptance in the educational context. The usability analysis of PC_Edu was performed based on the System Usability Scale (SUS) method, recognized for its effectiveness in measuring user experience. The results demonstrated good acceptance by teachers, confirming the relevance of the resource for training and pedagogical purposes. It is concluded that PC_Edu has significant potential to contribute to the continuing education of teachers and to the qualified insertion of Computational Thinking in pedagogical practices in basic education. The research also highlights the importance of developing educational resources aligned with curricular guidelines and the real demands of educators, promoting more contextualized, accessible and innovative training.