Um Estudo Exploratório da Aplicação de Pensamento Computacional Baseado nas Perspectivas de Professores do Ensino Médio

Costa, Leonardo Dos Santos; Cavalcante, Ahemenson; Araujo, Ana Liz Souto O.; Andrade, Wilkerson L.; Guerrero, Dalton

doi:10.5753/cbie.wcbie.2017.992

Cited by 5 publications

(9 citation statements)

References 3 publications

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“…This need is also mentioned by Costa et al [10] and Leite et al [22], who performed interviews with schoolteachers, and concluded that CT abilities and concepts were little understood and little explored in teaching practices.…”

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

confidence: 90%

“…Some years after Wing's seminal article in 2006 [35], research in CT in education boomed in Brazil (Figure 1). A manual search in the proceedings of the four main national forums in technologies for learning and computing education (SBIE, WIE, WEI and WAlgProg) shows that the first post-2006 appearance of "computational thinking 10 " in a paper title was in 2012, in the 7 Available at: guiaedutec.com.br/educador (accessed in October 2020) 8 https://launchcs.thinkific.com/courses/computational-thinking-integration-BYOD 9 https://studio.code.org/courses?view=teacher 10 The search was conducted in Portuguese with the terms: "pensamento computacional" (computational thinking) and "raciocínio computacional" (computational reasoning)…”

Section: Academic Research In Brazil On Computational Thinking and Tementioning

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%

“…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: 90%

Section: Academic Research In Brazil On Computational Thinking and Tementioning

confidence: 99%

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

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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“…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%

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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Desenvolvimento Do Pensamento Computacional: Percepção De Professores Da Educação Básica No Interior Do Paraná

Beleti

Sforni²

2022

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Recentemente, documentos educacionais contemplam a necessidade de formação do Pensamento Computacional (PC) nos estudantes da educação básica, o que depende do conhecimento docente sobre o assunto. Por isso, realizamos uma investigação com o objetivo de identificar a percepção de profissionais que atuam na escolarização básica sobre o conceito de PC. Neste artigo, apresentamos a percepção de 87 professores e pedagogos que atuam em instituições escolares no interior do Paraná. Os dados coletados, via questionário, demonstram que a maioria (77%) não possui compreensão sobre a temática e os que afirmaram conhecê-la, realizaram associações do PC apenas à resolução de problemas e ao uso de tecnologias ou computadores. Finalizamos o artigo, destacando alguns encaminhamentos necessários para a inclusão do desenvolvimento do PC em sala de aula.

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Um Estudo Exploratório da Aplicação de Pensamento Computacional Baseado nas Perspectivas de Professores do Ensino Médio

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?

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

Desenvolvimento Do Pensamento Computacional: Percepção De Professores Da Educação Básica No Interior Do Paraná

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