Loading...
Publication
O desenvolvimento do pensamento computacional através da educação física no 1º ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 9.79 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este estudo centra-se em uma investigação realizada num estágio
da formação inicial de professores no 1.º Ciclo do Ensino Básico. Tem como
principal propósito a promoção do desenvolvimento do pensamento
computacional em articulação com as competências de Educação Física
especificamente definidos nas orientações curriculares para o 4.º ano de
escolaridade do 1.º Ciclo do Ensino Básico e, por isso, centra-se na
exploração e articulação de capacidades motoras e de capacidades
matemáticas. Pretende-se compreender como é que o desenvolvimento de
conhecimentos de Matemática e de Educação Física podem ser articulados;
explicitando-se como é que os alunos adquirem competências relacionadas
com o desenvolvimento do pensamento computacional em Matemática nas
aulas de Educação Física; e, por último, compreender como é que a
Educação Física poderá contribuir para a aprendizagem de competências
relacionadas com o desenvolvimento do pensamento computacional.
O projeto representa um desafio associado a um processo de ensino
a partir de práticas interdisciplinares e pretende demonstrar a possibilidade
de articulação entre as duas áreas. Na investigação sobre a prática
realizaram-se três situações formativas, desenvolvidas a partir de uma aula
de Educação Física, na qual o domínio de conteúdo predominante foi o
desenvolvimento do pensamento computacional. Os dados foram recolhidos
através da observação participante e análise documental das produções dos
alunos. Os resultados revelaram como os alunos mobilizaram os conteúdos
matemáticos associados ao desenvolvimento do pensamento
computacional na aula de Educação Física e mostraram como é possível,
recorrendo à Educação Física, envolver e motivar os alunos para a
aprendizagem da Matemática e para a aprendizagem significativa dos
conteúdos destas duas áreas.
This study focuses on an investigation carried out in an internship of initial teacher training in the 1st cycle of basic education. Its main purpose is to promote the development of computational thinking in articulation with the Physical Education competences specifically defined in the curricular guidelines for the 4th year of schooling of the 1st cycle of basic education and, therefore, it focuses on the exploration and articulation of motor skills and mathematical skills. It was intended to understand how the development of Mathematics and Physical Education skills can be articulated; by explaining how students acquire skills related to the development of computational thinking in Mathematics in Physical Education classes; and, finally, to understand how Physical Education can contribute to learning skills related to the development of computational thinking. The project represents a challenge associated with a teaching process based on interdisciplinary practices and intends to demonstrate the possibility of articulation between the two areas. In the research on practice three formative situations were carried out, developed from a Physical Education class, in which the predominant content domain was the development of computational thinking. Information were collected through participant observation and document analysis of the students' productions. The results revealed how students mobilized the mathematical contents associated with the development of computational thinking in the Physical Education class and showed how it is possible, using Physical Education, to engage and motivate students for learning mathematics and for meaningful learning of the contents of these two areas.
This study focuses on an investigation carried out in an internship of initial teacher training in the 1st cycle of basic education. Its main purpose is to promote the development of computational thinking in articulation with the Physical Education competences specifically defined in the curricular guidelines for the 4th year of schooling of the 1st cycle of basic education and, therefore, it focuses on the exploration and articulation of motor skills and mathematical skills. It was intended to understand how the development of Mathematics and Physical Education skills can be articulated; by explaining how students acquire skills related to the development of computational thinking in Mathematics in Physical Education classes; and, finally, to understand how Physical Education can contribute to learning skills related to the development of computational thinking. The project represents a challenge associated with a teaching process based on interdisciplinary practices and intends to demonstrate the possibility of articulation between the two areas. In the research on practice three formative situations were carried out, developed from a Physical Education class, in which the predominant content domain was the development of computational thinking. Information were collected through participant observation and document analysis of the students' productions. The results revealed how students mobilized the mathematical contents associated with the development of computational thinking in the Physical Education class and showed how it is possible, using Physical Education, to engage and motivate students for learning mathematics and for meaningful learning of the contents of these two areas.
Description
Keywords
Educação Física Matemática Interdisciplinaridade Pensamento computacional Physical Education Mathematics Interdisciplinarity Computational thinking