TCC - Licenciatura em Computação (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/452
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Resultados da Pesquisa
Item Inteligência artificial no ensino fundamental com robótica lego, aprendizagem baseada em projetos e gamificação(2024) Souza, Diogo Albuquerque Dias de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/3374743431217595Item Um recurso didático de computação para crianças baseado no estilo de aprendizagem(2024) Ramos, Cláudia Eduarda de Moura; França, Rozelma Soares de; http://lattes.cnpq.br/4282789732521235; http://lattes.cnpq.br/8195842608999569Item 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 Uma abordagem para planejamento de aulas interdisciplinares com pensamento computacional para educação básica(2023-09-20) Monteiro, Lidiane de Souza; Falcão, Taciana Pontual da Rocha; Rodrigues, Rodrigo LinsThe approval of the Standards for Computing in Basic Education - Complement to the National Common Curricular Base (BNCC) in 2023 was a milestone for the country, but at the same time, the need to implement computing education in schools brings many challenges for teachers. One of them is the need to appropriate knowledge established in the axes of Computing for the school curriculum (Computational Thinking, Digital World, and Digital Culture) and include the skills and competences in their classes, in an interdisciplinary way. In this context, this work aims to contribute to the development of artifacts to support the implementation of computing education in basic education, as well as to offer support to teachers during this challenging process. Thus, the HackEduComp was held, an educational marathon that brought together teachers from different disciplines with a common challenge: to plan interdisciplinary classes with Computational Thinking. The results indicate that the classes planned in a collaborative way have the potential to promote and support the implementation of Computational Thinking in Basic Education, providing learners with meaningful, contextualized learning and applying techniques from Computer Science.Item PenseEdu: aplicativo para aplicação interdisciplinar do pensamento computacional no ensino fundamental(2022-10-05) Marinho, Alan José Pavão; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319Computer Science, in the current scenario of Brazilian education, is disconnected from the school curriculum, but the globalized world demands that educational institutions invest in innovation and computational education to support the teaching-learning process. The resources currently available to apply the main concepts of Computing are insufficient to meet this need for a link with basic education. In view of this, the present work is motivated in the search to promote the inclusion of the main fundamentals of Computer Science as a way of evolving the skills and competences of Basic Education students. Therefore, the project aims to develop an application for mobile devices: PenseEdu, which aims to enable the interdisciplinary application of Computational Thinking in Elementary School. Since the application of Computational Thinking is still little used in view of the wide range of possibilities that it allows, we intend to facilitate the use of this interaction by providing teachers with directions. We understand that such a proposal adds to the articulation and integration of Computational Thinking in the teaching-learning environment, promoting the development of 21st century skills.Item Referatório de recursos educacionais para apoiar o desenvolvimento do pensamento computacional(2023-04-24) Silva, Ytalo Paulo Wilian da; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/4283889973387115Item Relato de experiência sobre uma disciplina de pensamento computacional no primeiro ano do ensino médio(2023-03-29) Nascimento, Robson Raabi do; Araújo, Carlos Julian Menezes; http://lattes.cnpq.br/3156174527107999; http://lattes.cnpq.br/4942663556941460Contemporary society demands new skills from students who complete their basic education. In this way, secondary education is required to assume a new role in the development of skills and abilities. The New Secondary School opens space for the teaching of computing disciplines, but there are still few examples of these experiences, so it is important to bring examples of these experiences in basic education. For this reason, this paper sought to describe the impressions of first-year high school students at a public school in the metropolitanregion of Recife regarding the use of unplugged computing in the computational thinking discipline. The subject was taught in the context of the elective curricular component of the new high school in a class with 30 students, 9 students were interviewed and a statistical analysis and a content analysis were carried out. The results showed that the students found the experience positive and that they believe that computational thinking is important for their professional career, the continuity of their studies or the autonomous exercise of citizenship. Finally, it was possible to identify the need to place more emphasis on computational concepts considering the adopted methodology of unplugged computing.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 Aplicação de técnicas de Multimodal Learning Analytics para identificação de estados emocionais durante atividades de pensamento computacional(2021-12-10) Silva, Lucielton Manoel da; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/3526963587159780With the rapid spread of digital technologies, we see a growth in the construction and adoption of new educational technologies, these technologies that can be used to assist and even improve the teaching-learning process. With the adoption of Distance Education, teachers lose control over an individual analysis of each student, since within a virtual environment there are no limits to the number of students. Furthermore, there is no way to analyze each student in a collaborative task, which corresponds to their learning within an activity. That said, the objective of this work is to use Multimodal Learning Analitycs techniques in order to analyze the flow of emotional states between pairs of students, along three activities related to the development of Computational Thinking skills, in such a way that through from the understanding of the students’ emotional states throughout the activity, we can get a sense of their profile throughout the performance of the work. For this, we collected data from two pairs of high school students, with different collaboration profiles and knowledge about Computational Thinking, in a practical collaborative task on the Scratch platform, with activities corresponding to the development of skills such as algorithmic thinking, abstraction, decomposition and pattern recognition. The activities were carried out through the Google Meet and with the record in video of the same platform, we were able to use the specific algorithms, available on the EZMMLA platform, to capture emotional states throughout the activity and with their analysis extract useful information to assist in the