Unplugged computational thinking: analysis of the experience with the Pipe project
This paper analyzes an experience of creative learning in the developing unplugged computational thinking (PCD) with the Pipe Project based on Jean Piaget's Genetic Epistemology. Inspired by building blocks, Pipe aims to develop students' cognitive skills, enhancing critical thinking in pr...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Tecnologias, Sociedade e Conhecimento |
| Idioma: | portugués |
| OAI Identifier: | oai:inpec.econtents.bc.unicamp.br:article/14705 |
| Acceso en línea: | https://econtents.bc.unicamp.br/inpec/index.php/tsc/article/view/14705 |
| Access Level: | acceso abierto |
| Palabra clave: | Pensamento computacional desplugado Aprendizagem criativa Material concreto Unplugged computational thinking Creative learning Concrete material |
| Sumario: | This paper analyzes an experience of creative learning in the developing unplugged computational thinking (PCD) with the Pipe Project based on Jean Piaget's Genetic Epistemology. Inspired by building blocks, Pipe aims to develop students' cognitive skills, enhancing critical thinking in problem solving. The data were obtained through dialogues established in the learning relationships, algorithms created from the proposed activity and photographic records. We highlight the effectiveness of the use of concrete material in the learning process, the importance of playfulness as a mediator between leisure and learning and the development of computational thinking skills in problem solving situations, generating new meanings for knowledge. |
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