O Pensamento Computacional em Atividades de Ensino mediadas pelo Professor do Ensino Fundamental I: Um Estudo de Caso

Martinelli, Suéllen; Zaina, Luciana A. M.; Sakata, Tiemi C.

doi:10.5753/cbie.wie.2018.509

Cited by 5 publications

(9 citation statements)

References 3 publications

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“…On the other hand, the barrier that the use of technologies still represents for many teachers also appeared in the responses: 79% of the 40 mathematics teachers interviewed by Barros et al [6] declared that in order to use CT concepts in their teaching, they would need the help of an Informatics teacher; and all 13 teachers interviewed by Silva et al [30] cited the lack of computer labs as an obstacle to conduct CT activities. Like Martinelli et al [24], Silva et al [30] also identified the need for more CT courses for teachers.…”

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

confidence: 99%

“…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: Table 1: Publications On Computational Thinking and Teacher mentioning

confidence: 99%

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

confidence: 99%

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

confidence: 99%

Section: Crossroadsmentioning

confidence: 99%

See 2 more Smart Citations

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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“…A análise da experiência consiste em compreender se o fato de participar da oficina mudou a percepção quanto à profissão da Computação e o quanto dos conceitos de Banco de Dados foram realmente aprendidos. Martinelli et al (2018) apresentam um estudo de caso realizado com docentes do Ensino Fundamental I, com o intuito de capacitá-los a ensinar o Pensamento Computacional aos seus alunos. Foram utilizados diversos artifícios para a criação de atividades que poderiam ser aplicadas nas escolas, destacando tanto as atividades desplugadas quanto as plugadas.…”

Section: Introductionunclassified

Oficina de Banco de Dados com Aprendizado Cinestésico para Meninas do Ensino Médio

Berardi¹,

Kozievitch²,

Bim³

et al. 2019

Anais Do XXV Workshop De Informática Na Escola (WIE 2019)

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Muitas iniciativas mundiais têm buscado atrair meninas para as carreiras STEM (Ciência, Tecnologia, Engenharia e Matemáticas) através de oficinas nas escolas. Este artigo tem como objetivo relatar a experiência de uma oficina de Banco de Dados onde foi aplicada uma adaptação da atividade de computação desplugada Human Branching Databases para ensinar conceitos básicos de Banco de Dados e assim motivar meninas a considerar computação como carreira. Através da análise da compreensão dos conceitos e da percepção sobre a área, os resultados são promissores no uso desse tipo de prática para divulgar e motivar pessoas para a computação.

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Computational Thinking Goes to School: Implications for Teacher Education in Brazil

Falção

França

2021

RBIE

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. 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 (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.

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O Pensamento Computacional em Atividades de Ensino mediadas pelo Professor do Ensino Fundamental I: Um Estudo de Caso

Cited by 5 publications

References 3 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?

Oficina de Banco de Dados com Aprendizado Cinestésico para Meninas do Ensino Médio

Computational Thinking Goes to School: Implications for Teacher Education in Brazil

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