Ressignificando a lógica de programação: a utilização do software Scratch em um Curso Técnico em Informática
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Data
2019-04-09
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Rehfeldt, Márcia Jussara Hepp
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Resumo
O modo de aprendizado de cada aluno deve estar inserido nos conhecimentos de todo profissional da educação, e, para isso, se faz necessário pensar em metodologias inovadoras de forma com que a aprendizagem dos alunos ocorra. Com sustentação na fundamentação teórica de Mattar (2010), Valente (1999) e Varela e Peviani (2018), foram realizadas atividades com jovens alunos que utilizaram a ferramenta computacional Scratch para desenvolver conhecimento em lógica de programação. O presente estudo apresenta uma abordagem qualitativa e foi realizado com 9 alunos de um Curso Técnico em Informática. O
objetivo geral desta pesquisa foi analisar as contribuições que o software Scratch pode proporcionar no ensino da lógica de programação em uma turma de um Curso Técnico em Informática. Logo, o tema principal dessa dissertação é a utilização de uma ferramenta tecnológica, por alunos de um Curso Técnico em Informática, para favorecer o conhecimento de programação. Para responder ao propósito da pesquisa, as atividades foram organizadas de tal forma que proporcionou a emergência de três resultados. O primeiro foi denominado de “Estudo inicial de animações por meio da programação”. Ele está alicerçado na exploração do pensamento computacional e do estudo da lógica de programação, com o auxílio de pseudocódigos inseridos em um pré-
teste e a ferramenta online “Hour of Code”. As atividades desenvolvidas possibilitaram a observação do desenvolvimento dos conhecimentos prévios nos alunos com relação à lógica de programação. No segundo resultado, intitulado de “Aprendizagens da lógica de programação”, foi analisado o desempenho dos participantes em atividades que envolveram o desenvolvimento de animações com o uso do software Scratch, sempre explorando a lógica de programação. Posteriormente, no terceiro resultado “Comparativo da evolução do conhecimento da lógica de programação”, a análise de dados foi realizada sobre dados coletados durante a realização de desafios propostos e por meio de um questionário de avaliação. Os instrumentos de coleta de dados foram a ferramenta Moodle da Escola como sala de aula virtual, entrega de trabalhos e avaliação, formulários e planilhas eletrônicas do Google para registro de informações e o smartphone do pesquisador para registro de áudios, fotos e vídeos. Os resultados apontam que os alunos apresentavam, inicialmente, poucos conhecimentos em relação à programação. Ainda foi possível verificar que a lógica do pensamento
computacional foi observada com o desenvolvimento de projetos de jogos digitais. A lógica de programação que a ferramenta Scratch proporciona para o aluno pode ser válida para o ensino de programação, pois possibilita que o aluno adquira habilidades e competências para resolver problemas lógicos, além de vê-los de forma mais abrangente. Ademais, o trabalho de professores de algoritmos iniciais pode fluir com melhores resultados na aprendizagem dos alunos. As práticas que envolveram a criação de inéditas animações podem ser classificadas como “problemas a resolver” e, sugere-se que, com o acesso ampliado à informação, elas se mostrem adequadas à aplicação e desenvolvimento do pensamento computacional.
The mode of learning of each student should be inserted in the knowledges of every education professional, and, for that, it is made necessary to think about innovative methodologies for the student’s learning to occurr. Based on the theoretical fundamentation of Mattar (2010), Valente (1999) and Varela e Peviani (2018), activities have been performed with young students that utilized the computational tool Scratch to develop knowledge on logic and programing. This present study shows a qualitative approach and was tested with 9 students of Computing Technician Course. The general objective of this research was to analyze the contributions that the software Scratch could provide to the learning of logic and programing with a group of Computing Technician Course students. So, the main theme of this dissertation is the use of a technological tool, by students of a Computing Technician Course, to favor the knowledge of programing. To respond to the proposition of the research, the activities were organized in such a way to provide the emergence of three results. The first was denominated “Initial study of animations by the means of programing”. It is based on the exploration of computational thinking and on the study of programing logic, with the aid of pseudocode inserted in a pre-test and the online tool “Hour of Code”. The activities developed made possible the observation of the developing of previous knowledges by students when it came to programing logic. In the second result, entitled “Learning of programing logic”, the performances of participants of animation development activities with the use of the software Scratch were analyzed, always exploring programing logic. Afterwards, in the third result “Evolutional comparison of knowledge of programing logic”, the analysis of data was made over the ones collected during challenges proposed and by means of avaluation questionnaire. The data colleting instruments were the Moodle tool from the School as a virtual classroom, delivery of school paper and avaluation, Google forms and electronic spreadsheets for registry of information and the researcher smartphone for audio, photo and video registry. The results show that the students presented, initially, little knowledge of programing. It was still possible to verify that computational thinking logic was observed with the development of digital games projects. The programing logic that the Scratch tool provides students with can be valuable for teaching programing, because it allowes students to acquire skills and competences to solve logical problems, and seeing them in a broad way. Furthermore, the job of beginner algorithyms teachers can gather better results in teaching students. The practices that involve the creation of brand new animations can be classified as “problems to solve” and, it is suggested that, with amplified access to information, they show themselves adequate to implementation and development of computational thinking.
The mode of learning of each student should be inserted in the knowledges of every education professional, and, for that, it is made necessary to think about innovative methodologies for the student’s learning to occurr. Based on the theoretical fundamentation of Mattar (2010), Valente (1999) and Varela e Peviani (2018), activities have been performed with young students that utilized the computational tool Scratch to develop knowledge on logic and programing. This present study shows a qualitative approach and was tested with 9 students of Computing Technician Course. The general objective of this research was to analyze the contributions that the software Scratch could provide to the learning of logic and programing with a group of Computing Technician Course students. So, the main theme of this dissertation is the use of a technological tool, by students of a Computing Technician Course, to favor the knowledge of programing. To respond to the proposition of the research, the activities were organized in such a way to provide the emergence of three results. The first was denominated “Initial study of animations by the means of programing”. It is based on the exploration of computational thinking and on the study of programing logic, with the aid of pseudocode inserted in a pre-test and the online tool “Hour of Code”. The activities developed made possible the observation of the developing of previous knowledges by students when it came to programing logic. In the second result, entitled “Learning of programing logic”, the performances of participants of animation development activities with the use of the software Scratch were analyzed, always exploring programing logic. Afterwards, in the third result “Evolutional comparison of knowledge of programing logic”, the analysis of data was made over the ones collected during challenges proposed and by means of avaluation questionnaire. The data colleting instruments were the Moodle tool from the School as a virtual classroom, delivery of school paper and avaluation, Google forms and electronic spreadsheets for registry of information and the researcher smartphone for audio, photo and video registry. The results show that the students presented, initially, little knowledge of programing. It was still possible to verify that computational thinking logic was observed with the development of digital games projects. The programing logic that the Scratch tool provides students with can be valuable for teaching programing, because it allowes students to acquire skills and competences to solve logical problems, and seeing them in a broad way. Furthermore, the job of beginner algorithyms teachers can gather better results in teaching students. The practices that involve the creation of brand new animations can be classified as “problems to solve” and, it is suggested that, with amplified access to information, they show themselves adequate to implementation and development of computational thinking.
Descrição
Palavras-chave
Pensamento computacional; Lógica de Programação; Scratch; Educação; Computational thinking; Programing logic; Education
Citação
BAGESTAN, Diego Berti. Ressignificando a lógica de programação: a utilização do software Scratch em um Curso Técnico em Informática. 2018. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 20 dez. 2018. Disponível em: http://hdl.handle.net/10737/2488.