Pensamento Computacional no Ensino Superior: Relato de uma oficina com professores da Universidade do Vale do Rio dos Sinos

Kampff, Adriana Justin Cerveira; Lopes, Tiago Ricciardi Correa; Alves, Isa Mara da Rosa; Souza, Vinícius Costa; Rigo, Sandro; Marson, Fernando

doi:10.5753/cbie.wcbie.2016.1316

Cited by 5 publications

(8 citation statements)

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“…This is consonant with the international literature of the field, where the number of studies on preservice teacher education involving CT is much lower than in-service (Li, 2021). Also worth noting is the fact that among the preservice studies, only one addressed student teachers who were not from CS, but from Mathematics (Barbosa, 2019), and another one worked with HEI instructors (Kampff et al, 2016). The other three were in the context of CS teacher education programs (França et al, 2014;Farias et al, 2015;França & Tedesco, 2017).…”

Section: Academic Research In Brazil On Computational Thinking and Teacher Educationmentioning

confidence: 59%

“…The paper was published in the proceedings of the Workshop on Computing Education (WEI), which, curiously, has not published any other papers on CT and teacher education ever since (Table 1). From the 13 papers retrieved in our manual search on CT and teacher development, 8 present research with teachers in-service (Barcelos, Bortoletto, & Andrioli, 2016;Barros et al, 2018;Costa et al, 2017;Leite et al, 2017;Martinelli, Zaina & Sakata, 2018;Silva, Silva, & França, 2017;Souza, Rodrigues, & Andrade, 2019), and 5 developed research in teacher education programs (preservice) (Barbosa, 2019;Farias, Andrade, & Alencar, 2015;França et al, 2014;França & Tedesco, 2017;Kampff et al, 2016) (Table 1). This is consonant with the international literature of the field, where the number of studies on preservice teacher education involving CT is much lower than in-service (Li, 2021).…”

Section: Academic Research In Brazil On Computational Thinking and Teacher Educationmentioning

confidence: 99%

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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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Section: Academic Research In Brazil On Computational Thinking and Teacher Educationmentioning

confidence: 59%

Section: Academic Research In Brazil On Computational Thinking and Teacher Educationmentioning

confidence: 99%

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

Falção

França

2021

RBIE

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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%

“…The other five papers developed research in higher education. Only one of them involved instructors from HEI [19]. This paper presents the conduction of a short CT workshop for higher education instructors from diverse areas of knowledge, with the aim of disseminating and creating interest in CT beyond CS programs.…”

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

confidence: 99%

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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“…2 (KAMPFF et al, 2016), (BARCELOS et al 2016) Alunos da educação de jovens e adultos 1 (BATHKE; RAABE, 2016) QP5 -Quais foram os conteúdos de computação ensinados? O conteúdo mais presente foi programação, mencionado em 17 artigos.…”

Section: Público Alvo # Referênciasunclassified

Pensamento Computacional na Educação de Jovens e Adultos: desafios e oportunidades

Ortiz¹,

Pereira²

2017

Anais Dos Workshops Do VI Congresso Brasileiro De Informática Na Educação (CBIE 2017)

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Resumo: Diferentes iniciativas para promover o desenvolvimento do pensamento computacional estão surgindo no Brasil, porém pouca atenção ainda é direcionada ao público da educação de jovens e adultos. Este é um público que busca completar a educação básica e se atualizar perante os contextos da sociedade moderna, possuindo desafios particulares de sua realidade socioeconômica. Este artigo apresenta uma discussão sobre o desenvolvimento do pensamento computacional no ensino de jovens e adultos com o intuito de sensibilizar para a importância de se investigar, propor e experimentar atividades, respeitando as particularidades deste público.Abstract: There are different initiatives to promote the development of computational thinking in Brazil, but few of them involves students in the youth and adult education level. These students seek to complete basic education and update their knowledge, having specific needs and challenges regarding their socioeconomic conditions. This paper presents a discussion about the development of computational thinking in youth and adults education to sensitize on the importance of investigating, proposing, and experiencing activities, respecting the conditions and particularities of this public. IntroduçãoO termo "computational thinking" ainda é interpretado por meio de diferentes palavras e ideias. Utilizar a computação e dispositivos tecnológicos como instrumentos para auxiliar a resolução de problemas, permitindo a expansão de habilidades mentais é uma das interpretações deste termo, de acordo com o workshop The Scope and Nature of Computational Thinking, promovido pela National Research Council (2010).Wing (2006) argumenta que o pensamento computacional envolve a resolução de problemas, a concepção de sistemas e a compreensão do comportamento humano, baseando-se nos conceitos fundamentais da Ciência da Computação. A National Research Council (2010) diz que uma pessoa pensando computacionalmente percebe que modelos computacionais podem ajudar a resolver e entender problemas de várias áreas, como mudanças climáticas, economia, entre outros.Recentemente, diversas iniciativas têm surgido no Brasil com o intuito de ensinar algoritmos, programação e outros fundamentos computacionais para desenvolver

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Pensamento Computacional no Ensino Superior: Relato de uma oficina com professores da Universidade do Vale do Rio dos Sinos

Cited by 5 publications

References 2 publications

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

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

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

Pensamento Computacional na Educação de Jovens e Adultos: desafios e oportunidades

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