This case study aimed to cultivate 21st Century competences and skills related to Education 4.0, such as problem-solving, collaboration and autonomy. To this end, unplugged computing activities were performed with 25 students from four rural schools located in Tapajós-Arapiúns (Brazilian Amazon). As part of the methodology, a maze based on Google's Blockly Games tool was produced, inspired by hopscotch, a popular joke among children. After this case study, a qualitative analysis was performed, and it indicates that Unplugged Computing activities instigate students' skills and competences, as autonomy, communication and teamwork. Besides, this methodology proves to be useful for disseminating Education 4.0 concepts, due to its ease of application and low cost, especially in distant places with few resources.
Today's professionals need to be trained for more than repetitive activities. Therefore, it is the school's role to promote activities that enable students to think creatively and innovatively. So, they can develop the skills and competences that are required in the 21st Century. This redefines Education, known as Education 4.0. In this paper, we present a case study that was carried out to introduce didactic 4.0, to promote greater engagement in High School. Students followed the STEAM methodology (an acronym for Science, Technology, Engineering, Arts and Mathematics), being able to work skills more interactively and autonomously, through the production of Digital Storytelling (DS). After the study, a qualitative analysis of the results was performed. This analysis indicated that the activities with STEAM and DS helped the students to be more participative and interested in their learning. These methodologies allowed to disseminate the contents of created narratives and to stimulate some skills and competences of the 21st Century. Therefore, it is hoped to create partnerships with teachers from other subjects to carry out new activities in 4.0 format. In this way, be able to involve other technologies, such as robotics, augmented reality, gamification, in order to provoke positive changes in the educational scenario.
Resumo. Esta proposta tem o objetivo de incluir a Storytelling Digital (arte do contar histórias) na formação de professores da educação básica, especificamente no Ensino Médio, para servir como instrumento na disseminação de conteúdos e apoiar o desenvolvimento de competências e habilidades, como: autonomia, resolução de problemas, comunicação, etc. Para que esse material seja compartilhado em sala de aula, sugere-se o conceito Flipped Classroom (sala de aula invertida)uma abordagem que atua na personalização da educação, com foco nas reais necessidades dos alunos. Sendo assim, capacitações com corpo docente são indicadas para que o método seja replicável em sala de aula e para que os discentes, por sua vez, recebam uma formação mais alinhada ao mundo contemporâneo.
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