Computación Desconectada: Un Recurso para Estimular Habilidades de Pensamiento Computacional en los Primeros Años de la Escuela Primaria
This study brings the results of a research carried out with elementary school students that aimed to evaluate the impact that unplugged computing activities have on the construction of computational thinking. The students were evaluated with pre and post-tests and the results point to a 45% increas...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Sociedade Brasileira de Computação (SBC) |
| Repositorio: | Revista Brasileira de Informática na Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:journals-sol.sbc.org.br:article/3624 |
| Acceso en línea: | https://journals-sol.sbc.org.br/index.php/rbie/article/view/3624 |
| Access Level: | acceso abierto |
| Palabra clave: | Computational Thinking Unplugged Computing Elementary School Pensamento Computacional Computação Desplugada Ensino Fundamental Pensamiento Computacional Informática Desenchufada Enseñanza Fundamental |
| Sumario: | This study brings the results of a research carried out with elementary school students that aimed to evaluate the impact that unplugged computing activities have on the construction of computational thinking. The students were evaluated with pre and post-tests and the results point to a 45% increase in skills related to computational thinking after interventions carried out exclusively with unplugged activities. Additionally, it presents material created exclusively for elementary school I with a playful and concrete proposal to work on computational concepts and computational thinking without the need for electronic equipment. The pertinence of the activities for the age group, allowed the exploration of concrete materials associated with motor games, which contributed to the engagement of the participants in the proposal and pointed to the need to invest in similar actions, which promote skills related to the computational thinking as early as possible. In addition to the positive results obtained from the experiment, the need to establish continuity in practices is evident with the most recent insertion of computing in addition to the National Common Curricular Base and with the enactment of the National Policy on Digital Education. |
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