Explorar o papel dos robôs de chão na melhoria das capacidades de pensamento computacional e rotação mental em alunos do segundo e terceiro ano
DOI:
https://doi.org/10.48489/quadrante.36860Palavras-chave:
pensamento computacional, rotação mental, robôs de chão, ensino primário, diferenças de géneroResumo
O presente estudo investiga o impacto da utilização de robôs de chão como ferramentas educativas para melhorar o pensamento computacional e as competências de rotação mental em alunos do segundo e terceiro ano. Para descobrir se os robôs de chão têm um efeito positivo na melhoria do pensamento computacional e das capacidades de rotação mental dos alunos, foi realizado um estudo pré-experimental. Especificamente, participaram no estudo 25 alunos do segundo ano e 25 alunos do terceiro ano. As tarefas de intervenção foram desenhadas de um menor para um maior grau de complexidade. Foram avaliadas três áreas: o desenvolvimento dos alunos nas suas competências de pensamento computacional, o desenvolvimento dos alunos nas suas capacidades de rotação mental e potenciais diferenças de género nestas capacidades. Após análise dos três objetivos específicos e realização de testes antes e depois da intervenção, concluiu-se que a utilização de robôs de chão melhora o pensamento computacional e as capacidades de rotação mental dos alunos, independentemente do género dos alunos.
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