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Kodu no processo ensino aprendizagem : aprender a programar com o Kodu : um estudo com alunos do 8º ano de escolaridade no âmbito da Prática de Ensino Supervisionada
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| 24.82 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente trabalho, Prática de Ensino Supervisionada I, assume-se como um requisito académico do Mestrado de Ensino em Informática, a decorrer na Universidade Católica Portuguesa (UCP), em concreto na Faculdade de Ciências Sociais Braga.
A necessidade de desenvolver o raciocínio lógico no aluno, de forma a obter capacidades de resolução de problemas, é apontada pela tutela através das Metas Curriculares recentemente promulgadas e que propõem a construção de um produto original de forma colaborativa e com recurso a ferramentas e ambientes computacionais.
O estudo foi implementado em duas turmas do oitavo ano do ensino básico, na disciplina de Tecnologias de Informação e Comunicação, e decorreu ao longo de dez aulas de cinquenta minutos. Os trinta e sete alunos foram desenvolvendo ao longo das aulas fichas de trabalho com exercícios a fim de praticarem conteúdos inerentes à programação no Kodu. Nas últimas cinco aulas, os alunos organizaram-se em grupos de dois ou três elementos para desenvolverem pequenos jogos no Kodu.
Neste relatório abordamos os conceitos chave que suportam o estudo empírico, sendo eles: ser professor, estratégias de ensino/aprendizagem, o currículo, a planificação bem como a
avaliação. Fazemos uma reflexão acerca da nossa prática letiva ao longo dos anos. Explicitamos algumas ferramentas para a criação e uso de objetos na aprendizagem, nomeadamente o Kodu,
ferramenta do nosso estudo.
Descrevemos o estudo a aplicar com a nossa amostra, a fase da implementação, onde descrevemos as atividades/estratégias desenvolvidas, a apresentação e análise dos dados nomeadamente, a análise dos produtos criados pelos alunos.
Através do estudo aplicado pudemos constatar que o Kodu é uma ferramenta com potencial pedagógico, permitindo introduzir a programação de uma forma acessível e motivadora aos alunos. Os resultados obtidos mostraram que os alunos desenvolveram jogos interessantes e que deixaram de ser meros utilizadores passivos para passarem a criadores.
This assignment - PES I - fulfils an academic requirement for the Masters Degree in Informatics Teaching, presently taking place at Universidade Católica Portuguesa (UCP), more specifically at the Social Studies Faculty, in Braga. The need to develop the students' logical thinking, so as to increase their problem solving skills, is targeted in the recently enacted Metas Curriculares (Curricular Goals) by the Ministry of Education, which propose the collaborative creation of an original product by using computing resources, tools and environments. The study was implemented in two 8th grade classes, within the Technology of Information and Communication (TIC) class, and carried out throughout ten fifty-minute lessons. During this period, the thirty seven students involved in the study solved worksheets featuring exercises associated to KODU coding. In the last five lessons, the students were divided into small groups of two or three elements, in order to develop small Kodu based games. In this report, we deal with key concepts which support the empirical study, such as: what it is to be a teacher; learning and teaching strategies, the syllabus and its planning. We also ponder upon our teaching praxis throughout the years, refer to the importance of the Information and Communication Technologies (ICT) in the classroom and explain the KODU, the main tool of our study. In our study, we describe all the methodological procedures to be applied to the empirical study and its implementation period - in which we describe the activities and strategies used - as well as the presentation and data analysis stages, focusing on the assessment of the products created by the students. Through the results of this study, we can check the KODU is a tool with pedagogical potential, which allows the introduction of the students to coding/programming in an accessible and motivational way. The final results have shown that the students developed some interesting games, which allowed them to go from the role of mere passive users to the one of creators.
This assignment - PES I - fulfils an academic requirement for the Masters Degree in Informatics Teaching, presently taking place at Universidade Católica Portuguesa (UCP), more specifically at the Social Studies Faculty, in Braga. The need to develop the students' logical thinking, so as to increase their problem solving skills, is targeted in the recently enacted Metas Curriculares (Curricular Goals) by the Ministry of Education, which propose the collaborative creation of an original product by using computing resources, tools and environments. The study was implemented in two 8th grade classes, within the Technology of Information and Communication (TIC) class, and carried out throughout ten fifty-minute lessons. During this period, the thirty seven students involved in the study solved worksheets featuring exercises associated to KODU coding. In the last five lessons, the students were divided into small groups of two or three elements, in order to develop small Kodu based games. In this report, we deal with key concepts which support the empirical study, such as: what it is to be a teacher; learning and teaching strategies, the syllabus and its planning. We also ponder upon our teaching praxis throughout the years, refer to the importance of the Information and Communication Technologies (ICT) in the classroom and explain the KODU, the main tool of our study. In our study, we describe all the methodological procedures to be applied to the empirical study and its implementation period - in which we describe the activities and strategies used - as well as the presentation and data analysis stages, focusing on the assessment of the products created by the students. Through the results of this study, we can check the KODU is a tool with pedagogical potential, which allows the introduction of the students to coding/programming in an accessible and motivational way. The final results have shown that the students developed some interesting games, which allowed them to go from the role of mere passive users to the one of creators.
Description
Keywords
Colaboração Progamação Collaboration KODU Programming