Enquadramento de atividades de programação com robôs de solo na educação pré-escolar
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2015-05-15
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Esta tese apresenta uma contribuição para o enquadramento das atividades de
programação com robôs de solo na educação pré-escolar. Baseia-se na prática de
investigação-ação e respetivas observações com crianças de 3, 4 e 5 anos a programar um robô
de solo, utilizando uma linguagem de programação baseada num subconjunto da conhecida
linguagem Logo, que se realizaram nos anos letivos de 2009/10 e 2010/11, em dois jardins de
infância da rede pública com perfis socioculturais diferentes: urbano e rural. Semanalmente
foram realizadas sessões que envolveram 65 crianças, das quais 32 participaram nas atividades
de ambos os anos letivos.
Através da metodologia de investigação-ação, na qual a investigadora e autora foi
participante ativa dos objetos de estudo, analisou-se a integração das atividades realizadas
com o robô Roamer, acompanhando, apoiando e influenciando as práticas educativas dos
contextos em causa. Esteve sempre presente, como padrão global, a necessidade de integração
da robótica educativa nas restantes práticas, não a utilização em isolamento, conforme consta
das várias recomendações sobre utilização das TIC em contexto educativo.
A utilização do robô Roamer, tirando partido das suas caraterísticas de robustez e
simplicidade de utilização, permitiu proporcionar às crianças uma experimentação prática e
diferente de variados conteúdos. Possibilitou ainda a familiarização das educadoras com a
robótica educativa e ampliar o leque de hipóteses de criar atividades. O domínio da
matemática, dentro da área de expressão e comunicação, referente às orientações curriculares
para a educação pré-escolar, foi aquele que mais se destacou na realização das atividades,
sendo que muitos dos objetivos definidos em cada uma das sessões contemplaram este
domínio. Para além disso também outras áreas e domínios estiveram presentes.
Conclui-se que a integração da robótica no dia a dia do jardim de infância é viável e
adequada, passando por haver educadoras abertas à inclusão das novas tecnologias na sua
prática; que tenham alguma formação nesta área; com investimento no seu desenvolvimento
profissional, capazes de integrar a robótica nas planificações; interessadas nas mais valias que
a inovação pode trazer à aprendizagem das crianças; disponíveis para a criação de uma área
própria para o robô, integrando-o nos registos do quotidiano; capazes de trabalhar o currículo emergente.
This thesis presents a contribution for integration of programming activities with ground robots in preschool and kindergarten education. It is based in action research practice and its observations, where children aged 3, 4 and 5 programmed a ground robot, using a programming Language based on a subset of the well-known Logo Language. The activities took place in the 2009/10 and 2010/11 school years, in two public preschools with different socio-cultural profiles: urban and rural. Sessions where held weekly, involving 65 children, of which 32 took part in both years. Using action research methodology, where the researcher and author was an active participant of the objects of study, the analysis focused on the integration of activities developed with the Roamer robot, by monitoring, supporting, and influencing the educational practices of the preschools. As a general standard, there was constant regard for the need to integrate educational robots in the overall educational practices, as determined by various recommendations for the use of ICT in educational contexts, and not use it in isolation. The use of the Roamer robot, leveraging its sturdiness and ease of use, enabled children a hands-on and different practice of various educational contents. It also enabled the preschool teachers to become acquainted with educational robotics and enlarge the range of options for creating activities. The mathematics domain, within the field of expression and communication of the Portuguese government guidelines for preschool education, was the most relevant for conducting activities, and many of the goals set for each session targeted this domain; but other fields and domains were also targeted. The conclusion is that it is viable and adequate to integrate robotics in everyday preschool/kindergarten activities, and this involves having teachers that are open to include new technologies in their practice; that have some training in this field; that invest in their professional development; that are able to integrate robotics in their planning; that are interested in the benefits that innovation can bring to children’s Learning; that are open to creating a robot-specific area, integrating it in daily records; and that are able to work with an emerging curriculum.
This thesis presents a contribution for integration of programming activities with ground robots in preschool and kindergarten education. It is based in action research practice and its observations, where children aged 3, 4 and 5 programmed a ground robot, using a programming Language based on a subset of the well-known Logo Language. The activities took place in the 2009/10 and 2010/11 school years, in two public preschools with different socio-cultural profiles: urban and rural. Sessions where held weekly, involving 65 children, of which 32 took part in both years. Using action research methodology, where the researcher and author was an active participant of the objects of study, the analysis focused on the integration of activities developed with the Roamer robot, by monitoring, supporting, and influencing the educational practices of the preschools. As a general standard, there was constant regard for the need to integrate educational robots in the overall educational practices, as determined by various recommendations for the use of ICT in educational contexts, and not use it in isolation. The use of the Roamer robot, leveraging its sturdiness and ease of use, enabled children a hands-on and different practice of various educational contents. It also enabled the preschool teachers to become acquainted with educational robotics and enlarge the range of options for creating activities. The mathematics domain, within the field of expression and communication of the Portuguese government guidelines for preschool education, was the most relevant for conducting activities, and many of the goals set for each session targeted this domain; but other fields and domains were also targeted. The conclusion is that it is viable and adequate to integrate robotics in everyday preschool/kindergarten activities, and this involves having teachers that are open to include new technologies in their practice; that have some training in this field; that invest in their professional development; that are able to integrate robotics in their planning; that are interested in the benefits that innovation can bring to children’s Learning; that are open to creating a robot-specific area, integrating it in daily records; and that are able to work with an emerging curriculum.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Educação pré-escolar , Jardim de infância , Ensino , Aprendizagem , Integração , Robótica , TIC