Robótica educativa para o desenvolvimento do pensamento computacional: um estudo numa escola rural da Colômbia
DOI:
https://doi.org/10.21814/rpe.36792Palavras-chave:
Robótica Educativa, Pensamento Computacional, Aprendizagem Ativa, Escolas Rurais, Ensino BásicoResumo
O objetivo deste estudo é analisar o progresso das competências de pensamento computacional utilizando a robótica educativa através de atividades de ensino-aprendizagem em alunos de uma zona rural da Colômbia. A intervenção envolveu 19 crianças do terceiro, quarto e quinto ano do ensino primário, com idades compreendidas entre os 7 e os 12 anos, com um único grupo de alunos, construindo e programando robôs com o kit de robótica Lego Education WeDo 2.0, sob a abordagem de aprendizagem ativa “Aprender fazendo”. Foi aplicado um instrumento antes e depois da implementação de um workshop para recolher dados sobre as competências observadas dos alunos, utilizando uma amostragem não probabilística e de conveniência. Para determinar o progresso dos alunos, foi efectuado um teste de Wilcoxon para amostras emparelhadas, um teste não paramétrico, que revelou uma melhoria significativa nas competências de pensamento computacional dos alunos da escola rural, especialmente no reconhecimento de padrões, decomposição e generalização. No caso da análise de dados e do pensamento algorítmico, evidenciou-se um progresso mais lento, tendo em conta o grau de dificuldade na apropriação de conceitos totalmente novos que requerem mais tempo de mediação pedagógica para alcançar resultados ótimos no processo, tendo, também, em conta que as crianças não tinham experiência prévia em programação informática e robótica.
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Direitos de Autor (c) 2025 Eva Patricia Vásquez Gómez, Jorge Enrique Quevedo Buitrago, Ana Esperanza Merchán Hernández, Diego Orlando Méndez Pineda
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