Introdução a programação, aprendizagem móvel e colaborativa: uma abordagem construcionista no ensino fundamental e superior

• Ano de defesa: 2021
• Autor(a) principal: Silva, Elisrenan Barbosa da
• Orientador(a): Bispo, Kalil Araujo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ciência da Computação
• Palavras-chave em Português: Aprendizagem móvel; M-learning; Mobile learning; Ensino de programação; Algoritmos; Construcionismo
• Palavras-chave em Inglês: Programming teaching; Algorithms; Constructionism
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/15020

M-learning or mobile learning has grown significantly in recent years, being addressed in schools, in culture, in the environment, in companies and even in rural areas, and this all over the world. M-learning is characterized by the use of portable devices, especially smartphones or tablets, enabling the teacher to expand teaching beyond the classroom, and also giving students greater accessibility to educational resources. In a scenario where computing is everywhere, driven by the global mobility of people, ubiquitous internet connectivity and greater independence from mobile devices compared to the traditional computing environment, users can access any resource anywhere and anytime. This shows how much m-learning can be used both in distance learning and in the face-to-face context, as the teaching-learning process does not only occur while the student is in the classroom. The big problem for Brazilian researchers with regard to how to introduce computer education in Brazil is how to put one more subject in such a tight curriculum, and do this using few financial resources for a technological application like that which exists in countries developed. However, little is said about the use of m-learning in teaching introductory programming. This dissertation aims to show how to use mobile devices (m-learning) such as smartphones, tablets and notebooks in teaching introduction to programming, using as teaching methodology Seymour Papert’s constructionist approach, a teaching method where the teacher is responsible for accompanying each student, identifying each individual difficulty and creating situations in which students can develop both alone and collectively. Thus, for two years, we addressed m-learning in basic education before the pandemic with 19 students and in higher education with 103 students, both from the public school system. With children we use the ScratchJr language for tablets and with young people the Python language, which is cross-platform.