Banca de DEFESA: JOSEMAR PEREIRA HIDALGO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : JOSEMAR PEREIRA HIDALGO
DATA : 30/04/2024
HORA: 08:30
LOCAL: Google Meet
TÍTULO:

COMPUTATIONAL THINKING IN THE PRODUCTION OF A LEARNING OBJECT ABOUT ELECTRICAL AND ELECTRONIC CIRCUIT FOR SCIENCE TEACHING

PALAVRAS-CHAVES:

Meaningful Learning. Electric circuit. Teaching Physics. Arduino board. Tinkercad.

 

 

 

PÁGINAS: 166
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

In this dissertation, we seek to answer the research problem 'How do the four pillars of the PC (Brackmann, 2017) enhance Science Teaching in the elaboration of an OA on an electrical and electronic circuit, through the Tinkercad software and the Arduíno board?' With the objective to understand the potential of the four pillars of Computational Thinking in Science Teaching through the development of a learning object involving an electrical and electronic circuit, using the Tinkercad software and the Arduíno 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 research typology is qualitative and uses a case study procedure. Data production took place at ETI - EERSM, located in the municipality of Tangará da Serra/MT, with ten students from the 8th and 9th year of EF and five students from the 1st year of EM through the ODATIP course, organized in ten weeks of meetings face-to-face, covering a workload of 40 hours, using the Meaningful Learning Theory and Active Project-Based Learning Methodology approach, using the Tinkercad software, the Arduíno uno board and the C++ text programming language. As instruments for data production, we used a logbook, audiovisual recordings, an Arduino board and Tinkercad software. For data analysis, we used the content analysis method and the categorical technique of Bardin (1977) and Rodrigues (2019), which provided the immersion of the analysis categories: 1) Decomposition in the production of the OA on electrical and electronic circuit in Teaching of Sciences; 2) Pattern Recognition in the production of OA on electrical and electronic circuits in Science Teaching; 3) Abstraction in the production of OA on electrical and electronic circuits in Science Teaching; 4) Algorithm in the production of OA on electrical and electronic circuits in Science Teaching. The results showed that: the insertion of digital technology, such as Tinkercad software and text programming language were used by students, providing moments of significant team learning and awakening interest in the object of knowledge in question; the development of the four pillars of the PC in all phases of the course development, allowing the student to plan, research, execute, evaluate, replan, work as a team, divide roles, learn from mistakes, simulate and practice (hands-on – learn by doing). We conclude that the development of the four pillars of CP in Science Teaching and the production of learning objects facilitated understanding, allowed the personalization of teaching and learning, promoted conceptual understanding, critical thinking and the ability to generalize, made scientific concepts more accessible, provided moments of collaborative, practical, interactive, experimental, personalized and meaningful teaching, providing student involvement in the teaching process and development of significant and applicable 'electrical and electronic circuit' knowledge objects.

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