Pensamento computacional no ensino fundamental: uma abordagem com heredogramas

• Ano de defesa: 2024
• Autor(a) principal: Nascimento Neta, Francisca das Chagas Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo; Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC; Brasil; UPF; Programa de Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ciência - Estudo e ensino; Ensino fundamental; Aprendizagem; Genética; CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.upf.br/handle/123456789/2813

This research focuses on the challenges associated with teaching genetics in elementary school and highlights the development of Computational Thinking through the study of pedigrees. Considering the common perception of the abstract complexity of pedigrees by students, this work investigates how the implementation of a didactic sequence with Unplugged Computing activities can improve understanding and awaken interest in learning this topic, promoting the development of Computational Thinking in Science. The research, carried out in a state school in Porto Velho/RO with 24 9th grade students, adopted a descriptive qualitative methodology. The Unplugged Computing activities, aligned with the Three Pedagogical Moments, aimed to facilitate the understanding of genetic concepts and the application of pedigree analysis techniques, reflecting on the challenges and potential of this innovative pedagogical strategy. The results revealed a significant increase in students' active participation and the strengthening of fundamental computational skills such as decomposition, abstraction and pattern recognition. These findings demonstrate the effectiveness of the didactic sequence in teaching pedigrees and in developing Computational Thinking, contributing to a more comprehensive and engaging Science teaching. Evaluating the educational experience provided, the study achieved its specific objectives: it provided an in-depth discourse on the Three Pedagogical Moments in Science teaching, critically reflected on Unplugged Computing, developed activities that helped in the understanding of pedigrees and developed an educational product relevant to Science teachers. The didactic intervention took place in five meetings in October 2023, totaling ten periods of 48 minutes each, providing a comprehensive learning experience. Students developed collaboration, communication, responsibility and empathy skills, along with an expanded conceptual understanding. The educational product resulting from this research, a didactic sequence planned and intended for Science teachers, particularly for use in the 9th grade of the final years of elementary school and in subsequent school years where genetics is a topic of study, is freely available to the educational community on the EduCapes portal, at the link http://educapes.capes.gov.br/handle/capes/742924, and on the page of the Postgraduate Program in Science and Mathematics Teaching at the University of Passo Fundo, with the potential to contribute to pedagogical innovation and the continued promotion of Computational Thinking.