POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
Navegar
3 resultados
Resultados da Pesquisa
Item Robot solution: um kit para o estímulo de competências do pensamento computacional(2023-12-19) Marinho, Deyse dos Santos; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924The transformations that affect man throughout his history show his cognitive development through the construction of artifacts. Realizing man's dominance over the elements of nature and the gradual improvement of these processes, shows how much construction techniques impact technologies, and consequently, affect man. In this intrinsic relationship between man and nature, personal and social development can be seen. However, this development does not occur homogeneously and generates plural societies with discrepancies in technological knowledge. This scenario, defined by irregular technological progress, commands for urgent solutions based on educational processes, in order to propose cognitive and social development obeying the dynamism of technological aspects. Harari (2018) said that man does not understand digital technologies in their entirety, hence the question: How to appropriate these technological resources? Based on the maker mentality, in the vision of Seymour Papert and Dale Dougherty, seeks to rescue the builder man, and thus, activate primitive instincts driven by curiosity and creativity. Maker Culture promotes teaching in a fun, challenging and enjoyable way. As a teaching resource, Educational Robotics is used, which offers creative and differentiated activities encouraging innovation. The construction of robotic projects is a strategy that allows the inclusion of the Programming Language and the pillars of Computational Thinking, from the perspective of Jeannette Wing and Christian Brackmann. In this way, different aspects are developed in parallel in the cognitive, social, psychomotor, affective fields and, mainly, the development of skills and competencies specific to Computational Thinking. Therefore, this research follows the guidelines provided by the BNCC and the PCN for High School, the target audience to be reached, with a view to achieving an emancipatory and necessary education in the current technological society. As a product resulting from this practice, a robotic kit was developed, which presents the creation of its parts adaptable to different materials and seeks to reach a diverse audience. The teaching guide was created based on the thoughts of Zabala (2014), which helps learning by reformulating its contents – Conceptual, Procedural and Attitudinal – which are in line with what is proposed by the Educational Robotics and Maker Culture approaches.Item Uma sequência didática voltada ao ensino de balística e modelada pelo pensamento computacional(2022-09-06) Correa, Thomás SilvaItem Modelando o ensino de balística por meio do pensamento computacional(2022-09-06) Correa, Thomás Silva; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Costa, Felipe Denardin; http://lattes.cnpq.br/7171227119525859; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601This dissertation presents the results of a pedagogical intervention mediated by a didactic sequence aimed at teaching ballistics modeled by computational thinking. As a didactic resource, we used the free software PhET whose aim was to favor the concretion of Physics objects. The didactic sequence took into account educational problems obtained in loco. Such learning problems were determined after exploratory research, namely: mathematical difficulties, motivation/interest to learn Physics and the absence of practical classes. All the empirical research and the educational product application was carried out in times of the Covid-19 pandemic, through the remote teaching model. Anyway, as a product, we present a didactic sequence that is malleable, and can be transposed to any curricular subject inherent to Physics. However, even with this difficulty, after applying the product, there was an improvement in the students' performance in relation to the subject.