A robótica educacional como possibilidade para o ensino de conceitos de lógica de programação
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Data
2019-02
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Rehfeldt, Márcia Jussara Hepp
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Esta dissertação se refere ao uso da robótica educacional como possibilidade para o ensino de conceitos de lógica de programação no primeiro período do curso Tecnólogo em Análise e Desenvolvimento de Sistemas (ADS). A pesquisa foi norteada pelo seguinte problema: quais são as potencialidades de uma prática pedagógica embasada na robótica educacional para a aprendizagem de lógica de programação no 1o período do curso Tecnólogo em Análise e Desenvolvimento de Sistemas do IFG câmpus Uruaçu? A investigação foi realizada no Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), na cidade de Uruaçu, com trinta alunos do primeiro período do curso de ADS. Como objetivos específicos, buscou-se identificar os conhecimentos prévios dos alunos acerca dos conceitos de robótica e lógica de programação; explorar uma proposta metodológica com contexto de aprendizagem de conceitos de lógica de programação suportada por uma linguagem de programação visual; desenvolver experimentos em robótica como recurso para facilitar o aprendizado. Nesse sentido, o estudo apoiou-se nos princípios educacionais construcionistas defendidos por Papert (1994) e na utilização da robótica educacional para alcançar os objetivos. A pesquisa teve uma abordagem qualitativa de natureza exploratória e descritiva cronológica. Como instrumentos de coleta
de dados foram utilizados um questionário inicial e um questionário final, além de observações e anotações dos acontecimentos ocorridos na sala de aula de forma individual, e em grupo, em diário de campo, registro das atividades realizadas pelos alunos, por meio de fotos, filmagens e, por fim, um questionário de avaliação. Os resultados mostraram que: a) antes da intervenção os alunos apresentavam dificuldades em identificar variáveis, e principalmente, como utilizar estruturas de decisão; b) os desafios realizados e os protótipos construídos durante a intervenção pedagógica pelos alunos contribuíram para facilitar a compreensão dos conceitos de lógica de programação; c) a falta de alguns conhecimentos matemáticos prévios dificultou o
desenvolvimento do raciocínio lógico na programação; d) os questionários final e de avaliação demonstraram que houve aumento na quantidade de acertos dos conceitos apresentados. Dessa forma, a robótica educacional revelou-se como possibilidade para o ensino de conceitos de lógica de programação.
This dissertation refers to the use of educacional robotic as possibilty for the education of programming logic concepts in the first period of technologist course in analysis and systems development (ASD). The research was Norted by the following problem: What’s the potential educacional practice built in the educacional robotic of the programming logic in the 1o period of the Technologist course in Analysis and Development Systems of IFG campus Uruaçu.The investigation was held at the Federal Educational Institute of Science and Technology of Goias (IFG) In Uruaçu, with 30 students of the 1o period of the course ASD. As specific objectives, attempted to identify the previous previews of the student’s concepts and logic concepts, exploring a methodological proposal of learning concepts of visual programming, developing experiments in robotics as a resource to facilitate the learning process. In that sense, the study has stood by us to be built on the educacional principles constructive defended by Papert (1994) and in the use of educational robotic to achieve goals. The research has had a qualified approach of explorative nature and chronological descriptive. As data collections were used an initial and a final based collection questionnaire, in addition to the notes of the events occured in the class, and at the field journal, the activities of the students were taken through pictures, videos and finally, an evaluation questionnaire. The results showed that: a) before the intervention students presented difficuties in identifying variables, and mainly, how using decision structures; b) The challenges held and the prototypes built during the pedagogical intervantion by the students contributed to facilitate understanding the programming logic concepts; c) the lack of certain previous mathematical knowledge has made it difficult to develop logical reasoning on programming d) the final questionnaires and evaluation demonstrated that there were increase in the amount of concepts presented. That way, the educational robotic revealed as a possibility for the teaching of programming logic concepts.
This dissertation refers to the use of educacional robotic as possibilty for the education of programming logic concepts in the first period of technologist course in analysis and systems development (ASD). The research was Norted by the following problem: What’s the potential educacional practice built in the educacional robotic of the programming logic in the 1o period of the Technologist course in Analysis and Development Systems of IFG campus Uruaçu.The investigation was held at the Federal Educational Institute of Science and Technology of Goias (IFG) In Uruaçu, with 30 students of the 1o period of the course ASD. As specific objectives, attempted to identify the previous previews of the student’s concepts and logic concepts, exploring a methodological proposal of learning concepts of visual programming, developing experiments in robotics as a resource to facilitate the learning process. In that sense, the study has stood by us to be built on the educacional principles constructive defended by Papert (1994) and in the use of educational robotic to achieve goals. The research has had a qualified approach of explorative nature and chronological descriptive. As data collections were used an initial and a final based collection questionnaire, in addition to the notes of the events occured in the class, and at the field journal, the activities of the students were taken through pictures, videos and finally, an evaluation questionnaire. The results showed that: a) before the intervention students presented difficuties in identifying variables, and mainly, how using decision structures; b) The challenges held and the prototypes built during the pedagogical intervantion by the students contributed to facilitate understanding the programming logic concepts; c) the lack of certain previous mathematical knowledge has made it difficult to develop logical reasoning on programming d) the final questionnaires and evaluation demonstrated that there were increase in the amount of concepts presented. That way, the educational robotic revealed as a possibility for the teaching of programming logic concepts.
Descrição
Palavras-chave
Construcionismo; Robótica Educacional; Lógica de Programação; Constructionism; Educational Robotics; Programming Logic
Citação
SILVA, Alessandro Siqueira Da. A robótica educacional como possibilidade para o ensino de conceitos de lógica de programação. 2019. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 28 fev. 2019. Disponível em: http://hdl.handle.net/10737/2525.