Banca de QUALIFICAÇÃO: JOSEMAR PEREIRA HIDALGO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : JOSEMAR PEREIRA HIDALGO
DATA : 17/10/2023
HORA: 09:00
LOCAL: Google Meet
TÍTULO:

COMPUTATIONAL THINKING IN THE PRODUCTION OF LEARNING OBJECTS FOR TEACHING NATURAL SCIENCES

PALAVRAS-CHAVES:

Electric circuit. Tinkercad. Arduino board. Project-Based Learning. Meaningful Learning

 

PÁGINAS: 124
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

The present research aimed to understand the potential that the 4 pillars of computational thinking provide to the teaching of natural sciences by producing a learning object through the Tinkercad software and the Arduino board. And to meet the objective, we are guided by the research problem: how do the 4 pillars of computational thinking enhance the teaching of natural sciences in the production of a learning object through the Tinkercad software and the Arduino board? The research is based on Brackmann (2017) and Shimiguel et al (2022), on computational thinking and on Braga (2014; 2015) and Tarouco et al (2003; 2014) on learning objects. Methodologically, the approach used is qualitative and was developed at the Escola de Tempo Integral - Escola Estadual Ramon Sanches, located in the municipality of Tangará da Serra/MT, with five students from the 9th year of Elementary School and five students from the 1st year of High School. through the ODATIP course, organized in ten weeks of face-to-face meetings, covering a workload of 40 hours, in the approach of the Theory of Meaningful Learning and the Active Methodology of Project-Based Learning, using the tinkercad software, the Arduino uno board and of the text programming language. For data analysis, we used the content analysis method and the categorical technique of Bardin (1977) and Rodrigues (2019), which provided the emergence of the analysis categories: 1) Decomposition in science teaching and the production of learning objects ; 2) Pattern recognition in science teaching and the production of learning objects; 3) Abstraction in science teaching and the production of learning objects; 4) Algorithms in science teaching and the production of learning objects; and 5) Integration of computational thinking in science teaching. The results showed that: the insertion of digital technology, such as tinkercad software and text programming language were accepted and used by students, providing moments of significant team learning and awakening interest in the object of knowledge in question; the presence of the four pillars of computational thinking in all phases of course development, allowing students to plan, research, execute, evaluate, replan, work as a team, divide roles, learn from mistakes, simulate and practice (hands-on - learn by doing); and that the use of the four pillars of computational thinking in teaching science and in the production of learning objects facilitated understanding, allowed the personalization of learning, promoted conceptual understanding, critical thinking and the ability to generalize, made scientific concepts more accessible, provided more practical, interactive and personalized learning, enabling a variety of benefits, from improving problem solving to developing data analysis skills.

MEMBROS DA BANCA:
Presidente - 135400002 - MINÉIA CAPPELLARI FAGUNDES
Interno - 77541011 - DIEGO PIASSON
Externo à Instituição - MARCELO FRANCO LEAO - IFMT