A programação no 1.º ciclo do Ensino Básico: análise da experiência piloto em duas escolas do Concelho do Seixal
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2017-02-22
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Atualmente, as Tecnologias de Informação e Comunicação (TIC) estão presentes em
inúmeras e multifacetadas atividades da sociedade em geral, assumindo diferentes formas
e procurando responder às exigências da era digital. Não é possível ignorar que os jovens
de hoje sabem reconhecer os desafios que as TIC lhes proporcionam. Os jovens são
entusiásticos, curiosos, ativos e a maioria tem dificuldade em imaginar o mundo em que
vive sem estas tecnologias.
A Educação procura responder a esta evolução dos tempos, tendo interesse em
promover e dispor das tecnologias que melhor se adequam ao desenvolvimento de uma
determinada atividade e ao perfil de funcionalidade de todos os alunos, dotando-os de
ferramentas que contribuam para uma melhor integração na vida ativa e social. Deste
modo, muitas das mudanças na Educação passam pela integração das TIC e pela
interatividade, obrigando à redefinição de metodologias de ensino.
Assim, este trabalho procurou ir ao encontro do pressuposto acima descrito e a base
de execução desta investigação incidiu sobre: “Quais as perceções dos alunos
relativamente à introdução das linguagens de programação no 1.º Ciclo do Ensino Básico”,
procurando apurar se os alunos gostam ou não de ter aulas de programação e se
consideram importante aprender a programar; identificar as atividades que consideram
mais estimulantes realizadas no processador de texto; Code.org; Scratch ou algoritmos e
analisar o interesse dos alunos em dar continuidade às aulas da linguagem de
programação Scratch no próximo ano letivo.
Para auscultar os alunos, elaborou-se e aplicou-se um questionário de opinião,
composto por questões fechadas e abertas. Para o tratamento dos dados recolhidos,
utilizou-se a análise de frequência de respostas para as questões fechadas e análise de
conteúdo para as respostas às questões abertas.
O estudo permitiu concluir que a Introdução da Programação no 1.º Ciclo do Ensino
Básico, constitui uma mais-valia no processo de ensino-aprendizagem, sendo notório que
todos os participantes gostaram das aulas de programação, reconhecendo, que as
mesmas são importantes para a aquisição de novas competências, conhecimentos e por
permitirem um trabalho colaborativo.
Do ponto de vista motivacional e da interação dos alunos com as TIC, esta investigação
permitiu também concluir que a Introdução da Programação no 1.º Ciclo do Ensino Básico
é um fator de iniciação primordial, dada a motivação e o entusiasmo demonstrada pelos alunos na realização das atividades, desencadeado, particularmente pela integração do
recurso da linguagem de programação Scratch.
No que se refere às limitações evidenciadas pelo estudo salientamos o tempo semanal
reduzido, fator que, aliado ao número de alunos por turma e às dificuldades apresentadas
por estes, não permitiu que fossem abordadas outras ferramentas de linguagens de
programação.
Currently, Communication and Information Technology (ICT) is present in numerous and multifaceted activities of society in general, presenting various forms and sought out to respond to the demands of this digital era we live in. We can not ignore that today’s youngsters know what challenges ICT provide. They are enthusiastic, curious, active and most of them can not imagine the world with out these technologies. Our Educational System answers to this evolution of times, promoting and putting at our disposal technologies that best fit the development of a particular activity and the profiles of all students, giving them tools that will help them feel included in an active and social lifestyle. Thereby, many of the changes in the educational system, include the use of ICT and interactivity, forcing a redefinition of the methods of teaching. As a result, the main objective of this study was to attend to the assumption described above and the basis for the execution of this investigation focused upon: “What is the perception of students in relation to the introduction of programming languages in the primary education?”, seeking to ascertain whether the students like or don’t like to have programming classes and if they consider learning programming important; Identify the activities they consider more stimulating within word processor programs; Code.org; Scratch or algorithms and analyzing their interest in carrying on classes of Scratch (language of programming), the following school year. To become aware of the opinion of the students, a questionnaire with open and closed questions was elaborated and applied. To process the data collected, the frequency of the answers was used to analyze the closed questions and the content was used for the analysis of the open questions. This study concluded that the introduction of programming tools in primary school constitutes a tremendous asset in the teaching–learning process, being notorious that all participants enjoyed programming classes, acknowledging that these classes are very important for the acquisition of new skills and abilities, knowledge and capacities in cooperative work with other students and teachers. From a motivational and interactive point of view, this investigation has concluded that the introduction of programming in primary school is essential, given the motivation and enthusiasm demonstrated by the students during the activities developed, particularly due to the integration of the resource of language programming Scratch. Regarding the limitations identified by this study, it was pointed out to us that the reduced weekly time, plus the fact that each class has a significant amount of students, each with specific difficulties, didn’t allow an approach to other language programming tools.
Currently, Communication and Information Technology (ICT) is present in numerous and multifaceted activities of society in general, presenting various forms and sought out to respond to the demands of this digital era we live in. We can not ignore that today’s youngsters know what challenges ICT provide. They are enthusiastic, curious, active and most of them can not imagine the world with out these technologies. Our Educational System answers to this evolution of times, promoting and putting at our disposal technologies that best fit the development of a particular activity and the profiles of all students, giving them tools that will help them feel included in an active and social lifestyle. Thereby, many of the changes in the educational system, include the use of ICT and interactivity, forcing a redefinition of the methods of teaching. As a result, the main objective of this study was to attend to the assumption described above and the basis for the execution of this investigation focused upon: “What is the perception of students in relation to the introduction of programming languages in the primary education?”, seeking to ascertain whether the students like or don’t like to have programming classes and if they consider learning programming important; Identify the activities they consider more stimulating within word processor programs; Code.org; Scratch or algorithms and analyzing their interest in carrying on classes of Scratch (language of programming), the following school year. To become aware of the opinion of the students, a questionnaire with open and closed questions was elaborated and applied. To process the data collected, the frequency of the answers was used to analyze the closed questions and the content was used for the analysis of the open questions. This study concluded that the introduction of programming tools in primary school constitutes a tremendous asset in the teaching–learning process, being notorious that all participants enjoyed programming classes, acknowledging that these classes are very important for the acquisition of new skills and abilities, knowledge and capacities in cooperative work with other students and teachers. From a motivational and interactive point of view, this investigation has concluded that the introduction of programming in primary school is essential, given the motivation and enthusiasm demonstrated by the students during the activities developed, particularly due to the integration of the resource of language programming Scratch. Regarding the limitations identified by this study, it was pointed out to us that the reduced weekly time, plus the fact that each class has a significant amount of students, each with specific difficulties, didn’t allow an approach to other language programming tools.
Descrição
Dissertação de Mestrado em Ensino de Informática
Palavras-chave
Tecnologias da informação e comunicação , Programação , Ensino básico 1º ciclo , Projeto-piloto