Banca de DEFESA: GRAZIELE DA SILVA RODRIGUES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GRAZIELE DA SILVA RODRIGUES
DATE: 19/12/2023
TIME: 16:00
LOCAL: Auditório 9o. Andar Torre Norte - Campus Porto Alegre/IFRS
TITLE:

Planning Computational Thinking in a Intentional Way for Teachers in Early Education: a teaching method supported by BNCC guidelines

KEY WORDS:

Brazilian National Common Curricular Base. Early childhood education.  Computational Thinking. Design Science Research.

PAGES: 125
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Technical, cognitive, social and emotional skills necessary for 21st century learning skills are essential for students in the contemporary world. In this context, the teaching of Computing was included in the Brazilian National Common Curricular Base in a transversal way, permeating all stages of Basic Education, from Early Childhood Education to High School, through the rules issued by the National Education Council nº 2/2022. Given the potential of Computational Thinking in developing skills to support problem solving, it was chosen as the core of the research in this dissertation. Therefore, the main objective of this research is to contribute in aiding teachers that work in kindergarten to include the pillars of Computational Thinking in an intentional way, in accordance with the BNCC guidelines, with the proposal of teaching methodological guidelines. To conduct the research, the epistemological-methodological approach chosen was the Design Science Research (DSR), which was conducted in three cycles, in two participating schools in the research. As a result of this investigation, two pedagogical artifacts were created. The first artifact, a Didactic Sequence (SD), containing plugged and unplugged activities, supported by the pillars of Computational Thinking for early childhood education classes, was applied to an average of thirty-five students, from three Pre-School II classes. Consequently, knowledge was produced to develop the second pedagogical artifact called Teaching Methodological Guidelines - supported by Computational Thinking, which can serve not only as a strategy to be reproduced, but also to help teachers plan their own activities with other groups of students, respecting the specificities present in each educational context. The results obtained from this research include: the production and availability of pedagogical material to assist, facilitate and encourage teachers to apply the pillars of Computational Thinking in the context of Early Childhood Education, through methodological guidelines that were constructed from the preparation and application of a Didactic Sequence. The research resulted in a positive learning experience for the students, as they were able to acquire knowledge linked to the pillars of computational thinking. Regarding teachers, it can be noted that they realized how much computational thinking can be applied in the classroom context, regardless of whether they use plugged or unplugged activities. Furthermore, the teaching methodological guidelines and the didactic sequence model can help teachers to replicate or create their own activities based on the pillars of Computational Thinking.

COMMITTEE MEMBERS:
Interno - 1796643 - ANDRE PERES
Interno - 1796638 - FABIO YOSHIMITSU OKUYAMA
Externa à Instituição - LUCIA MARIA MARTINS GIRAFFA - PUC - RS
Interna - 1612471 - MARCIA HAFELE ISLABAO FRANCO