Ação, computação, representação: uma investigação psicogenética sobre o desenvolvimento do pensamento computacional
Computational Thinking (CT)is defined as a set of skills and competencies usually ascribedto Computer Science professionals, students andresearchers, but in therecent yearshasbecomeanaccessibleknowledgetomorepeoplethroughinitiativesthatseekto popularizeit.Thisthesiswasbasedonatriangulationbetweenthe...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Institución: | Universidade Federal do Espírito Santo (UFES) |
| Repositorio: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufes.br:10/9083 |
| Acceso en línea: | http://repositorio.ufes.br/handle/10/9083 |
| Access Level: | acceso abierto |
| Palabra clave: | Computational thinking Social representations Microgenesis Learning Computationaldesign Pensée computationnelle Représentations sociales Microgènese Apprentissage Design computationnelle Pensamento computacional Design computacional Microgêneses Designers Inteligência computacional Representações sociais Ciências cognitivas Aprendizagem Psicologia 159.9 |
| Sumario: | Computational Thinking (CT)is defined as a set of skills and competencies usually ascribedto Computer Science professionals, students andresearchers, but in therecent yearshasbecomeanaccessibleknowledgetomorepeoplethroughinitiativesthatseekto popularizeit.ThisthesiswasbasedonatriangulationbetweentheSocialRepresentations Theory in the structural approach, the Sociohistorical Psychology and the functional perspective of Genetic Epistemology, aiming toelaborate a constructionist pedagogic approachforthedevelopmentofCTamongundergraduateDesignstudents.Theresearch wasconductedin three stages, the first dedicated to the characterization of the relation betweenthestudentsandthecomputers;themappingofthewaysinwhichthosedevices helpinDesignproblemsolving;andinvestigatedthesocialrepresentationsofthestudents aboutComputingPrinciples.Atotalof86studentsparticipatedinthestudy,23ofthese programmers.Prototypicalandcontentanalysisindicatedtheprevalenceofinstrumental representations and practices involving the Computing, objectified and anchored by the computer as ameanswhich produces and makes it concrete.The second stage of the research departed from thoseresultsto develop a pedagogical approachbasedon the RocketSocketprogramminglanguage,whosemainfeatureistoconsiderdifferentprofiles oflearnersoftheCTprinciples.Thelanguageexploresanarrativeofarocketwhichcanbe programmedtocollectstarsandavoidasteroidsinspaceasastrategytodiscussconcepts, practicesandperspectivesoftheCT.Thethirdstageconsistedofaprototypicalcasestudy that experienced the potential of the RocketSocket language with two undergraduate Design students, a programmer and a non-programmer. Data were analyzedfrom the cognitive microgenetic perspective, observing how the participants’ knowledge about Computing and computers were selected and evaluated for their functional relevance duringtheconstructionofthealgorithmsthatcontrolledtherocket.Thelastpartofthe thesis discusses the two studies in a integrated view within the initial theoretical triangulation, aiming to reflectontheprocess ofdesigningthe languageinspired by the students’socialrepresentationsanditspotentialcontributiontothepopularizationofCT. |
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