scholarly journals Desenvolvendo o pensamento computacional no ensino fundamental com Arduino e Scratch

2018 ◽  
Author(s):  
Amanda C. Pereira ◽  
Matheus E. Franco
Keyword(s):  
Young People ◽  
Computational Thinking ◽  
School Curriculum ◽  
Frequent Use ◽  
Intellectual Capacity ◽  
Basic Concepts ◽  
Basic School ◽  
Positive Return

In despite of the frequent use of technological resources part of the population does not understand the basic concepts of computing, being subjected as passive users. In this way, it is important to develop a little explored intellectual capacity: computational thinking, which refers to the ability to solve problems efficiently and systematically. The present project copes with the proposal of a methodology for the development of computational thinking in young people. The results were satisfactory since the students demonstrated a positive return on what they were taught, demonstrating that they felt motivated to learn something new that goes beyond the basic school curriculum.

scholarly journals Elementary Students’ First Approach to Computational Thinking and Programming

2021 ◽  
Vol 11 (2) ◽  
pp. 80
Author(s):  
Susanne Kjällander ◽  
Linda Mannila ◽  
Anna Åkerfeldt ◽  
Fredrik Heintz
Keyword(s):  
Elementary School ◽  
Longitudinal Research ◽  
Computational Thinking ◽  
School Curriculum ◽  
Digital Competence ◽  
Policy And Practice ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Students First ◽  
Group Interviews

Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

Astronomy in basic level schools in Brasil

2009 ◽  
Vol 5 (S260) ◽  
Author(s):  
M.F.O. Saraiva ◽  
S.O. Kepler
Keyword(s):  
School Curriculum ◽  
New Curriculum ◽  
Basic School ◽  
Basic Level

AbstractWe present the structure of the basic school curriculum in Brazil, that for a few years has included astronomy, and comment on the strategies that universities are adopting for preparing the teachers for the new curriculum.

Teaching the Hardy-Weinberg Equilibrium: A 5E Lesson Plan

2017 ◽  
Vol 79 (4) ◽  
pp. 288-293
Author(s):  
Mike U. Smith
Keyword(s):  
Young People ◽  
Lesson Plan ◽  
Original Data ◽  
Good Teaching ◽  
Weinberg Equilibrium ◽  
Hardy Weinberg Equilibrium ◽  
Basic Concepts ◽  
The Cost

In an earlier paper (Smith & Baldwin, 2015), we explained the basic concepts of the Hardy-Weinberg equilibrium (HWeq) principle needed for meaningful understanding and for good teaching, emphasizing distinctions that are sometimes ignored at the cost of coherent understanding, and identifying nine shortcomings of most available Hardy-Weinberg activities and problem sets. In the present paper, we provide a 5E lesson plan based on that analysis and designed to avoid the shortcomings identified, including providing original data and focusing on understanding and topics that are interesting and meaningful to young people.

scholarly journals Computational Thinking and Educational Technology: A Scoping Review of the Literature

2022 ◽  
Vol 12 (1) ◽  
pp. 39
Author(s):  
Jesús Acevedo-Borrega ◽  
Jesús Valverde-Berrocoso ◽  
María del Carmen Garrido-Arroyo
Keyword(s):  
Collective Intelligence ◽  
Computational Thinking ◽  
School Curriculum ◽  
Exclusion Criteria ◽  
Final Sample ◽  
Literature Reviews ◽  
The Face ◽  
Ct Evaluation ◽  
Research Questions ◽  
Present Systematic Review

Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was n = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.

Business Case as a Tool for Educating Schoolchildren

2019 ◽  
pp. 181-205
Author(s):  
Elena Kazakova
Keyword(s):  
Young People ◽  
Business Case ◽  
Educational Process ◽  
School Education ◽  
High Quality ◽  
The World ◽  
Business Cases ◽  
Middle Adolescence ◽  
Basic School ◽  
Do So

The practice of working with business cases contradicts all basic school education organizations' canons. Judge for yourself: the authors of the cases do not know initially how to solve them. They often do not even guess which methods they should use to do so. Moreover, they are not always sure that they formulate the problem correctly. However, students for some reason find such problems to be the most interesting to solve. The middle adolescence is the age when young people are in search of themselves. Therefore, these cases, dictated by the chaos of a changing life, serve as a real window to the world of future destiny for them. The chapter will consider the process of selecting enterprises that can become the authors of cases, reveal the stages of case creation, describe the problems that the designers of cases are faced with, analyze in detail the experience of organizing the educational process based on cases with schoolchildren, and provide examples of high quality scientific and technological cases.

Learners at the Wheel

2011 ◽  
Vol 1 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Judith Good
Keyword(s):  
Young People ◽  
Crucial Role ◽  
Computational Thinking ◽  
Programming Environments ◽  
Children And Young People ◽  
The Social ◽  
Context Of Use ◽  
Looking Glass

In recent years, there has been an increase in the number of programming environments which are freely available for use by novice programmers, particularly children and young people. What is interesting about these environments is the level of sophistication that they offer in terms of their development and support features, but also the motivating and engaging contexts that they provide, where programming is a means to a creative end rather than an end in itself. Furthermore, these environments can no longer be considered independent of their broader context of use, where the social and collaborative aspects of learning play a crucial role. This article considers five such environments: Scratch, Alice, Looking Glass, Greenfoot and Flip, examining their characteristics, and investigating the opportunities they might offer to educators and learners alike. It suggests that their learner centredness plays an important role in their appropriation and use. By looking at changes in the development of such languages and environments, the article considers the implications for both research and for education, particularly in light of the current computational thinking agenda.

scholarly journals Editorial: Think

Philosophy ◽  
2002 ◽  
Vol 77 (2) ◽  
pp. 153-154
Keyword(s):  
Young People ◽  
School Curriculum ◽  
Royal Institute ◽  
Academic Journal ◽  
Academic World ◽  
Human Interest ◽  
Academic Level ◽  
Academic Philosophy ◽  
Set Up

Philosophy is now in its 77th year. It likes to think of itself as still sprightly in approach and open-minded in content. Nevertheless it has a burden of history and of expectation, and it has an academic level to maintain. Even though it strives, as always and unlike some of its contemporaries, to be written for the most part in a language recognizable as English and to address topics of genuine human interest, its reputation defends on its being recognized as a leading journal of philosophy in the academic world.So it is a pleasure to welcome, in April 2002, a sister periodical, called simply Think. Like Philosophy, Think will be published under the auspices of the Royal Institute of Philosophy. It will do some of the educational things the Royal Institute of Philosophy was originally set up to do, but cannot be done in an academic journal such as Philosophy. Think will consist, for the most part, of short articles of genuine philosophy, but they will be articles accessible to any who are prepared simply to think. In particular, Think will aim to interest young people, including the increasing numbers who now take philosophy as part of the school curriculum, but who may have little or no knowledge of academic philosophy.Think is not a magazine. Its pages will not contain philosophical gossip or anecdote. These are not unworthy activities, even in a philosophical context, but there are other places for them. Even where imaginative in presentation, and even though they need not have the originality and depth expected in an academic journal, the articles in Think will be recognizably philosophical in tone and ambition. Think's articles will aim, simply, to make their readers think philosophically, in the best possible way, and to think about topics which are recognizably philosophical.Not that Think will eschew controversy. Its authors will, from time to time, defend controversial positions, and will provoke equally controversially replies. And if at times the opinions expressed in Think have a younger or more radical feel to them than those characteristically expressed in its older and more venerable relation, that is as it should be, and all a proper part of the role of the Royal Institute of Philosophy.

scholarly journals A EDUCAÇÃO NA ALEMANHA DURANTE O TERCEIRO REICH E SEU PAPEL NA DOUTRINAÇÃO DAS CRIANÇAS E JOVENS

2018 ◽  
Vol 1 ◽  
pp. 71
Author(s):  
Gabriele Alves Vicente ◽  
Marcos Antônio Witt
Keyword(s):  
Young People ◽  
Extracurricular Activities ◽  
Third Reich ◽  
School Curriculum ◽  
Nazi Party ◽  
Adolf Hitler ◽  
Children And Young People ◽  
Regular School ◽  
The Third Reich ◽  
Hitler Youth

O presente trabalho analisa as modificações instauradas no sistema educacional alemão regular e extracurricular durante o período correspondente ao Terceiro Reich (1933-1945) e sua influência na formação das crianças e jovens. O objetivo constitui-se em ressaltar a educação escolar como um dos meios utilizados pelo partido nazista para propagar sua ideologia sobre a juventude, destacando as transformações ocorridas dentro do currículo escolar regular. E, ainda, o empenho por parte do partido no que diz respeito ao incentivo da continuidade dos ensinos ideológicos nazistas em atividades extracurriculares como a Organização denominada Juventude Hitlerista, em alemão – Hitlerjugend. Essa Organização visava aprofundar ainda mais na mente dos jovens todas as ideias centrais do nazismo com o intuito de que essa geração mais nova se submetesse fielmente ao seu Führer. A metodologia empregada para a realização desta análise baseou-se principalmente em duas obras, que são: Juventude Hitlerista: mocidade traída, lançado em 1973 por H. W Koch e Juventude Hitlerista: a história dos meninos e meninas nazistas e daqueles que resistiram, publicado em 2006, por Susan Campbell Bartoletti. Com essa análise, torna-se possível compreender, na medida do possível, o por que naquele momento específico, grande parte da juventude alemã aceitou e apoiou a construção da identidade da nação almejada e idealizada por Adolf Hitler e o nacional-socialismo.Palavras-chave: Nazismo. Educação. Doutrinação. Juventude Hitlerista. ABSTRACTThe present work analyzes the changes established in the German regular and extracurricular educational system during the period corresponding to the Third Reich (1933-1945) and its influence on the education of children and young people. The objective is to emphasize school education as one of the means used by the Nazi party to propagate its ideology under youth, highlighting the transformations which had occurred within the regular school curriculum. And its commitment to ensure continuity in the Nazi ideological teachings in extracurricular activities like the Organization called Hitler Youth, in German – Hitlerjugend. This organization aimed to intensify in the minds of young people all the central ideas of Nazismin order that younger generation would submit faithfully to their Führer. The methodology employed to carry out this analysis was based mainly on two works, which are: Hitler Youth: Betrayed youth, launched in 1973 by H. W Koch and Hitler Youth: the story of Nazi boys and girls and those who resisted, published In 2006, by Susan Campbell Bartoletti. Thus, through this analysis, it is possible to understand, up to a certain point, the reasons why at that particular time, most part of the German youth accepted and supported the construction of the nation identity sought and idealized by Adolf Hitler and National Socialism.Keywords: Nazism. Education. Indoctrination. Hitler Youth.

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