Explorando o potencial do pensamento computacional no ensino de ciências na rede básica de ensino
Arquivos
Data
2024-04-24
Autores
Gomes, Thiago Luiz Dias 
Orientadores
Lourenço, Ana Valeria Santos de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este estudo se concentrou em investigar as possibilidades e limitações da integração do Pensamento Computacional (PC) nas aulas de Ciências da Natureza em uma escola da rede municipal de ensino na cidade de São Paulo. O estudo foi conduzido com alunos do sétimo ano, nos quais realizaram atividades mediadas pelo uso ou não de tecnologias. Essas atividades foram categorizadas como "plugadas" (com computador e outros dispositivos) e "desplugadas" (sem computadores). Este estudo adotou uma abordagem de pesquisa que mesclou elementos qualitativos e quantitativos, com características quase-experimentais, integrando análises estatísticas à interpretação e compreensão dos fenômenos presentes no processo de ensino-aprendizagem, especificamente relacionados à integração do Pensamento Computacional. Para alcançar esse objetivo, foram utilizados dois instrumentos de avaliação criados para quantificar as contribuições do PC, além da realização de uma entrevista semiestruturada, destinada a avaliar as percepções sobre as atividades propostas. A análise dos dados foi conduzida através de procedimentos estatísticos descritivos, ANOVA, testes t e p, teste de confiabilidade, análises de correlação e análise de conteúdo de Bardin. Os resultados apontaram que o Pensamento Computacional (PC) pode favorecer uma aprendizagem significativa, especialmente no que diz respeito aos processos de resolução de problemas e organização do conhecimento, sobretudo quando consideramos abordagens colaborativas. Embora não houvesse exigências adicionais para a resolução do CT-test, exceto a idade mínima, foi observado que muitos alunos encontraram dificuldades em aspectos como lateralidade, rotação, direção e sentido, conceitos essenciais na disciplina de Ciências. Isso evidencia a relevância do domínio de habilidades básicas para lidar com desafios mais complexos no contexto do ensino de Ciências. Além disso, foi possível notar que alguns estudantes não relacionaram o emprego de tecnologias com a aprendizagem, mas sim com suas atividades diárias e o ambiente profissional. Diante dos aspectos mencionados, é crucial considerar que as atividades ainda estão majoritariamente centradas no ensino de matemática e ciência da computação. Portanto, é crucial investigar a concepção e implementação de novas estratégias voltadas para outras áreas do conhecimento.
This study focused on investigating the possibilities and limitations of integrating Computational Thinking (CT) into Natural Science classes at a municipal school in São Paulo, Brazil. The research involved seventh-grade students who engaged in activities either mediated by the use of technology or not. These activities were categorized as "plugged" (with computers and other devices) and "unplugged" (without computers). The study adopted a research approach that combined qualitative and quantitative elements, with quasi-experimental characteristics, integrating statistical analyses with the interpretation and understanding of phenomena present in the teaching-learning process, specifically related to the integration of Computational Thinking. To achieve this goal, two assessment instruments were used to quantify the contributions of CT, in addition to conducting a semi-structured interview to assess perceptions of the proposed activities. Data analysis was conducted using descriptive statistical procedures, ANOVA, t-tests, p-tests, reliability testing, correlation analyses, and Bardin's content analysis. The results indicated that Computational Thinking (CT) can facilitate meaningful learning, especially concerning problem-solving processes and knowledge organization, particularly when considering collaborative approaches. Although there were no additional requirements for CT-test resolution, except for the minimum age, it was observed that many students encountered difficulties with aspects such as laterality, rotation, direction, and sense, essential concepts in the discipline of Science. This highlights the relevance of mastering basic skills to tackle more complex challenges in the context of Science education. Furthermore, it was noted that some students did not associate the use of technologies with learning but rather with their daily activities and professional environment. Given the mentioned aspects, it is crucial to acknowledge that activities are still predominantly focused on teaching mathematics and computer science. Therefore, it is imperative to explore the conception and implementation of new strategies aimed at other areas of knowledge.
This study focused on investigating the possibilities and limitations of integrating Computational Thinking (CT) into Natural Science classes at a municipal school in São Paulo, Brazil. The research involved seventh-grade students who engaged in activities either mediated by the use of technology or not. These activities were categorized as "plugged" (with computers and other devices) and "unplugged" (without computers). The study adopted a research approach that combined qualitative and quantitative elements, with quasi-experimental characteristics, integrating statistical analyses with the interpretation and understanding of phenomena present in the teaching-learning process, specifically related to the integration of Computational Thinking. To achieve this goal, two assessment instruments were used to quantify the contributions of CT, in addition to conducting a semi-structured interview to assess perceptions of the proposed activities. Data analysis was conducted using descriptive statistical procedures, ANOVA, t-tests, p-tests, reliability testing, correlation analyses, and Bardin's content analysis. The results indicated that Computational Thinking (CT) can facilitate meaningful learning, especially concerning problem-solving processes and knowledge organization, particularly when considering collaborative approaches. Although there were no additional requirements for CT-test resolution, except for the minimum age, it was observed that many students encountered difficulties with aspects such as laterality, rotation, direction, and sense, essential concepts in the discipline of Science. This highlights the relevance of mastering basic skills to tackle more complex challenges in the context of Science education. Furthermore, it was noted that some students did not associate the use of technologies with learning but rather with their daily activities and professional environment. Given the mentioned aspects, it is crucial to acknowledge that activities are still predominantly focused on teaching mathematics and computer science. Therefore, it is imperative to explore the conception and implementation of new strategies aimed at other areas of knowledge.