A disseminação do Pensamento Computacional por docentes do Ensino Fundamental I: Relatos de Experiências e Discussões

Martinelli, Suéllen; Sakata, Tiemi C.

doi:10.5753/cbie.wie.2018.235

Cited by 2 publications

(3 citation statements)

References 5 publications

(9 reference statements)

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“…From the 13 papers retrieved in our manual search on CT and teacher development, eight present research with schoolteachers [3,6,10,22,24,25,30,32], and five developed research in higher education [2,13,14,15,19 schoolteachers Souza et al [32] 2016 WAlgProg Costa et al [10] 2017 WAlgProg Leite et al [22] 2017 WAlgProg Silva et al [30] 2017 WIE Martinelli et al [24] 2018 WIE Martinelli and Sakata [25] 2018 WIE Barros et al [6] 2018 SBIE…”

Section: Figure 1: Number Of Publications With "Computational Thinkinmentioning

confidence: 99%

“…Martinelli et al [24] and Martinelli and Sakata [25] discuss the participation of schoolteachers as mediators of CT activities. Teachers participating in this research firstly were trained in CT, and then had to plan and conduct a CT activity with their students.…”

Section: Table 1: Publications On Computational Thinking and Teacher mentioning

confidence: 99%

“…The Brazilian Ministry of Education (MEC) is clearly concentrating efforts on in-service CT training for schoolteachers from all disciplines. There also a few academic researchers who, typically, deliver CT workshops to schoolteachers, find the topic is promising, and leave [3,6,10,22,24,25,30,32]. We cannot blame them, though.…”

Section: Crossroadsmentioning

confidence: 99%

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Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Falção¹

2021

Anais Do I Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2021)

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.

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Section: Figure 1: Number Of Publications With "Computational Thinkinmentioning

confidence: 99%

Section: Table 1: Publications On Computational Thinking and Teacher mentioning

confidence: 99%

See 1 more Smart Citation

Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Falção¹

2021

Anais Do I Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2021)

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Desmistificando o Pensamento Computacional: relato de um workshop para Professores da Educação Básica

Santana,

Santini,

Penteado

et al. 2024

Anais Do XXXII Workshop Sobre Educação Em Computação (WEI 2024)

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Recentemente, as normas do Conselho Nacional de Educação (CNE) que inclui a Computação em toda a Educação Básica (EB) no Brasil foi ratificada, implicando a necessidade de os professores dominarem esse assunto. No entanto, há uma escassez perceptível de programas de formação de professores para integrar o Pensamento Computacional (PC) em suas práticas pedagógicas. Para abordar essa lacuna, este trabalho apresenta um relato de experiência de um workshop desenvolvido para capacitar professores da EB no ensino de PC usando atividades desplugadas. Os resultados indicam que os participantes foram impactados positivamente, compreendendo a importância e as maneiras de implementar o PC em suas salas de aula.

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A disseminação do Pensamento Computacional por docentes do Ensino Fundamental I: Relatos de Experiências e Discussões

Cited by 2 publications

References 5 publications

Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Desmistificando o Pensamento Computacional: relato de um workshop para Professores da Educação Básica

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