Loading...
Publication
Um estudo sobre a implementação da Plataforma Digital UBBU no Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 16.33 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este estudo centra-se na implementação da plataforma digital ubbu, a uma turma de 6.º ano de escolaridade, com o objetivo principal de analisar o seu impacto no desenvolvimento das capacidades matemáticas de resolução de problemas e de pensamento computacional. Mais concretamente, pretende-se identificar a evolução da capacidade de resolução de problemas dos alunos, durante e após a realização de sessões da plataforma ubbu, enquanto se implementa uma prática pedagógica inovadora que pode ser promotora de sucesso educativo. Adicionalmente, pretende-se observar se os alunos demonstram a capacidade de pensamento computacional durante a realização dessas sessões.
A fundamentação teórica apresenta os seguintes tópicos, elencados da seguinte forma: programação no ensino básico, pensamento computacional e resolução de problemas.
Esta investigação segue uma abordagem qualitativa e insere-se no paradigma estudo de caso. Para avaliar o impacto da plataforma no desenvolvimento da capacidade de resolução de problemas, foram criados dois grupos de alunos (duas turmas de 6.º ano de escolaridade). Uma turma serviu de controlo e seguiu o método tradicional de ensino, e a outra turma explorou as atividades da plataforma. Para a realização do estudo com a plataforma participaram vinte e sete alunos, tendo sido escolhidos três alunos para uma análise mais aprofundada das suas produções, nomeadamente, no desenvolvimento das atividades propostas na plataforma e na resolução de problemas. Os problemas foram aplicados a ambas as turmas, na mesma data, em três momentos distintos. Os três problemas aplicados basearam-se no uso da estratégia “trabalhar do fim para o princípio”.
A recolha de dados foi conseguida através da observação participante e da análise documental. Devido à situação pandémica surgiram alguns constrangimentos, sobretudo, causados pela passagem do ensino presencial para o ensino a distância. Assim, a recolha de dados decorreu nos 1.º e 3.º períodos letivos, com os reajustes necessários.
Da análise dos resultados deste estudo, há algumas evidências que a plataforma ubbu tem potencial pedagógico e que poderá aumentar o interesse e a qualidade das aprendizagens efetuadas na área da Matemática, desenvolver o pensamento computacional e melhorar a capacidade de resolução de problemas.
O trabalho que aqui se apresenta poderá dar um contributo importante para esta área específica e a plataforma ubbu poderá ser uma ferramenta interessante à qual o professor pode recorrer, para promover a aprendizagem dos alunos na capacidade de resolução de problemas.
This study focuses on the implementation of the ubbu digital platform, to a 6th grade class, with the main goal of analyzing its impact on the development of problem-solving skills and computational thinking. More specifically, the intention is to identify the evolution of students’ problem-solving skills, during and after doing ubbu sessions, while implementing an innovative pedagogical practice that can promote educational success. Additionally, the goal is to observe if students show computational thinking while doing those sessions. The theoretical foundation presents the following topics, listed as follows: programming in the elementary and middle school, computational thinking and problem solving. This investigation follows a qualitative approach and uses a case study paradigm. To assess the impact of the platform on the development of problem-solving skills, two groups of students were created (two 6th grade classes). One class served as a control and followed the traditional teaching method, and the other class explored the platform's activities. Twenty-seven students participated in the study with the platform, and three students were chosen for a more in-depth analysis of their productions, namely, in the development of the activities proposed on the platform and in solving problems. The problems were applied to both classes, on the same date, at three different times. The three problems applied were based on the use of the strategy “work from the end to the beginning”. Data collection was achieved through participant observation and document analysis. Due to the pandemic situation, some constraints have arisen, mainly caused by the transition from face-to-face teaching to distance learning. Thus, data collection took place in the 1st and 3rd academic periods, with the necessary adjustments. From the analysis of the results of this study, there is some evidence that the ubbu platform has pedagogical potential and that it could increase the interest and quality of learning carried out in the area of Mathematics, develop computational thinking and improve the ability to solve problems. The work presented here could make an important contribution to this specific area and the ubbu platform can be an interesting resource that the teacher can use to promote student learning in the ability to solve problems.
This study focuses on the implementation of the ubbu digital platform, to a 6th grade class, with the main goal of analyzing its impact on the development of problem-solving skills and computational thinking. More specifically, the intention is to identify the evolution of students’ problem-solving skills, during and after doing ubbu sessions, while implementing an innovative pedagogical practice that can promote educational success. Additionally, the goal is to observe if students show computational thinking while doing those sessions. The theoretical foundation presents the following topics, listed as follows: programming in the elementary and middle school, computational thinking and problem solving. This investigation follows a qualitative approach and uses a case study paradigm. To assess the impact of the platform on the development of problem-solving skills, two groups of students were created (two 6th grade classes). One class served as a control and followed the traditional teaching method, and the other class explored the platform's activities. Twenty-seven students participated in the study with the platform, and three students were chosen for a more in-depth analysis of their productions, namely, in the development of the activities proposed on the platform and in solving problems. The problems were applied to both classes, on the same date, at three different times. The three problems applied were based on the use of the strategy “work from the end to the beginning”. Data collection was achieved through participant observation and document analysis. Due to the pandemic situation, some constraints have arisen, mainly caused by the transition from face-to-face teaching to distance learning. Thus, data collection took place in the 1st and 3rd academic periods, with the necessary adjustments. From the analysis of the results of this study, there is some evidence that the ubbu platform has pedagogical potential and that it could increase the interest and quality of learning carried out in the area of Mathematics, develop computational thinking and improve the ability to solve problems. The work presented here could make an important contribution to this specific area and the ubbu platform can be an interesting resource that the teacher can use to promote student learning in the ability to solve problems.
Description
Keywords
matemática pensamento computacional plataforma ubbu programação resolução de problemas computational thinking mathematics programming problem solving ubbu platform