TCC - Licenciatura em Computação (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/452
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Item Explorando o pensamento computacional nos anos iniciais do ensino fundamental a partir de soluções criativas para alagamentos na cidade de Recife/PE(2024-03-01) Aureliano, Paulo Vinícius Cabral; França, Rozelma Soares de; http://lattes.cnpq.br/4282789732521235; http://lattes.cnpq.br/3335740440479045This paper proposes a didactic sequence for the development of Computational Thinking (CT) in the 1st year of Elementary School, using the problem of floods in the city of Recife/PE as a learning context. Based on discussions about the reality of CT development in Brazilian schools and the training of teachers working in the field, as well as on the axes and abilities related to computing education in Elementary School present in the complement of Computing to the National Common Curricular Base (BNCC), the objective is to introduce CT concepts in an unplugged way, focusing on key concepts and on the resolution of real problems, especially those related to social issues such as floods. The problem-based methodology will be employed to promote students' autonomy in constructing knowledge, allowing them to use Computing as a tool to address relevant and meaningful issues in their community. This approach aims not only to develop technical skills but also to promote meaningful learning by connecting computational concepts with real and social challenges faced by students. The proposal thus seeks to overcome challenges related to teaching materials and strategies for the effective integration of computing into the curriculum, offering an accessible and socially relevant alternative for computing education in Brazilian schools.Item Um estudo comparativo entre metodologias ativas para desenvolvimento de habilidades de pensamento computacional no ensino de robótica(2022-02-16) Lima, Huan Christopher José de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2033883465489052With the inclusion of teaching of computing in basic education, through a Resolution that instituted and guided the implementation of the Common National Curricular Base (know as BNCC in Brazil) application of computational thinking and robotics for basic education will be more and more presents as compatible didactic resources with increasing skills and society's abilities to awaken the student as an agent capable of analyzing and investigating the adversities of the present day, which is immersed in technological solutions.In this sense, we seek in this study to analyze the progress of two classroom groups during the learning of computational thinking, using a robotics kit as an educational tool, taught through two active teaching methodologies: gamification, in the morning class, and learning based in problematics, in the afternoon class. In order to understand the students' evolution level and thus be able to compare the two methodologies, a pre-test was applied in the first class and a post-test in the last class in both classrooms. Both the pre-test and the post-test contain the same twenty questions and to solve them, the students used the concepts of the four pillars of computational thinking. From the data collected, we can understand that the level of students' knowledge absorption in activities that require decomposition, pattern recognition, abstraction and algorithms can vary from pillar to pillar, not only according to the active methodology used in the course, as also with adverse factors such as the age of the students, since students under twelve have abstract thinking still in the development.Item O uso de metodologias ativas de ensino associada à robótica educacional com alunos do Ensino Fundamental: relato de uma experiência(2020-11-04) Cupertino, Gabriela Barbosa; Barros, Abner Corrêa; http://lattes.cnpq.br/3825998752196688; http://lattes.cnpq.br/6157059647848581The active teaching methodologies are teaching-learning approaches that are characterized by leading the student to assume a greater role in the dynamics of knowledge acquisition, so that the teacher starts to act no longer as a greater holder of information and knowledge but as a facilitator and mediator of this process. In this approach, the student is encouraged to participate actively in the construction of knowledge through the search for solutions to relevant problems in his life context and through constant exercise of critical sense. The objective of this monograph is to bring a critical account of the use of active teaching methodologies (Problem Based Learning, Peer Learning and Maker Movement) associated with technological tools (Educational Robotics and Design Thinking) in an elementary school in the rural area of the Vitória de Santo Antão - PE. Both the pedagogical methods used and the impact of using these methodologies on the performance and school experience of the students involved will be analyzed. The results observed in this throughout process allowed us to conclude that the adopted methodologies provided students with gains in areas that went beyond the simple acquisition of academic knowledge, with significant improvements in the capacity for socialization, teamwork and in the construction of critical and questioning thinking.