RESUMO:No campo da engenharia, a crescente busca por profissionais que tenham a capacidade de trabalhar em equipe e de inovar, identificando e resolvendo problemas de forma criativa, demanda modelos educacionais nos quais o desenvolvimento dessas competências assuma papel relevante. Este artigo visa descrever a experiência de oferecimento da disciplina Desenvolvimento Integrado de Produtos, da Escola Politécnica da Universidade de São Paulo (POLI-USP), que se propõe a estimular processos criativos por meio do trabalho em equipes multidisciplinares no desenvolvimento de produtos, avaliando a pertinência dessa experiência. A coleta de dados envolveu a aplicação do Inventário de Práticas Docentes que Favorecem a Criatividade no Ensino Superior e o levantamento da percepção dos estudantes a respeito da influência da disciplina no desenvolvimento de habilidades e competências. Os resultados indicam que a prática docente é favorável ao desenvolvimento da criatividade e que a disciplina contribui para o desenvolvimento de competências transversais e para a compreensão a respeito do ciclo de concepção de produto/processo inovador. Os estudantes reconhecem o desenvolvimento das capacidades de trabalho em equipe, liderança, iniciativa e criatividade como os aspectos mais evidentes, e apontam que a disciplina despertou motivação para realização futura de atividades relacionadas à inovação e ao projeto de produtos. PALAVRAS-CHAVE: Projeto do Produto, Educação em Engenharia, Criatividade, InovaçãoABSTRACT: In the engineering field, the growing search for professionals who have the ability to work in teams and to innovate, identifying and solving problems creatively, demands educational models in which the development of these skills take a greater role. This article aims to describe the offering experience of the Integrated Development Products course at the Escola Politécnica in the Universidade de São Paulo (POLI-USP), which aims to stimulate creative processes through the work in product development in multidisciplinary teams, and to evaluate the experience. The data collection involved the application of the Inventory of Teachers Practices that Foster Creativity in Higher Education and a questionnaire to identify students perceptions about the influence of the discipline in the development of skills and competencies. The results indicate that the course contributes to the development of soft skills and to the understanding of the innovative design cycle for product/process. Students recognize the development of skills like teamwork, leadership, initiative and creativity as the most evident aspects, and point out that the course inspired motivation for realizing future activities related to innovation and product design.
A Roseli Lopes, por ser uma inspiração em meu caminho, pelas longas conversas e leituras cuidadosas, e sobretudo por ter confiado em minhas decisões e aceitado orientar este trabalho.A todos os colegas do CITI-USP, que direta ou indiretamente auxiliaram no desenvolvimento desta pesquisa. Agradeço especialmente a Adriana Klein, por toda a ajuda durante a terceira etapa deste estudo, Leandro Biazon, pelo auxílio com detalhes técnicos que viabilizaram a realização das atividades nas escolas, Marcelo Archanjo, pelas conversas sobre aspectos eletrônicos do kit, e Irene Ficheman, por me possibilitar a conexão com este grupo que tornou o meu caminho mais feliz.Às equipes de gestão das escolas que participaram deste estudo: Cecília Medina, Ângela Larimari, Ya Jen Chang, Claudia Siqueira, Michael Filardi e Marisa Garcia, por acreditarem na proposta e terem me oferecido tamanha liberdade. Aos professores Cida Godinho e Rodrigo Nogueira, pela nossa feliz parceria e por estarem sempre abertos às minhas ideias. Agradeço ainda a Gislaine Munhoz e Regina Gavassa da SME-SP por todo o apoio durante a realização desta pesquisa. ABSTRACTThere has been a growing interest in introducing physical programming activities in educational environments, and there are several published works that comment on the benefits provided by such activities, stating they can provide a way to stimulate creativity in classrooms. However, there are still few scientific publications that present empirical analysis related to the evaluation of the effects of physical programming activities on the development of the creative potential of students. This research investigated how physical programming activities, designed from a tinkering approach, influenced the potential and creative feeling of Elementary School students.Our curriculum, based on the constructivist theoretical framework, was elaborated with the goal of engaging every student, and to develop their creative potential and creative confidence. Given the need to adapt and develop materials for the application of the proposed curriculum, we created a physical programming toolkit, as well as new learning resources. This curriculum was applied from successive reformulations at two private schools and one public school in Brazil. In addition to observing students' behavior in classrooms and periodic follow-up interviews with them, three data collection instruments were used: (1) interviews, (2) questionnaires about creative self-efficacy and motivation for learning, and (3) a divergent thinking test. The instruments (2) and (3) were also applied to a control group, with pre and post tests. We share the learnings that emerged from the activities, the difficulties found during the development of the curriculum, and strategies that may help with the implementation of introductory physical programming curricula in Elementary School. The results indicate that the application of the activities had a positive impact on students , as well as in their creative confidence and motivation for learning. The resu...
Integrating computational thinking into K-12 Education has been a widely explored topic in recent years. Particularly, effective assessment of computational thinking can support the understanding of how learners develop computational concepts and practices. Aiming to help advance research on this topic, we propose a data-driven approach to assess computational thinking concepts, based on the automatic analysis of data from learners' computational artifacts. As a proof of concept, the approach was applied to a Massive Open Online Course (MOOC) to investigate the course's effectiveness as well as to identify points for improvement. The data analyzed consists of over 3300 projects from the course participants, using the Scratch programming language. From that sample, we found patterns in how computational thinking manifests in projects, which can be used as evidence to guide opportunities for improving course design, as well as insights to support further research on the assessment of computational thinking.
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