Pensamento computacional corporificado de crianças desenvolvido com aplicativos matemáticos em ecrã tátil
DOI:
https://doi.org/10.48489/quadrante.37071Palavras-chave:
pensamento computacional, educação matemática, educação infantil, cognição incorporada, ecrã tátil, TouchCountsResumo
Este estudo centra-se na competência de pensamento computacional (PC) que as crianças desenvolvem ao utilizar uma aplicação com ecrã tátil, TouchCounts, num contexto de resolução de problemas matemáticos, bem como na forma como as competências de PC foram demonstradas pelas crianças verbalmente e através de ações corporais. Adotamos quatro componentes de PC amplamente aceites—decomposição de problemas, reconhecimento de padrões, pensamento algorítmico e abstração—que são particularmente relevantes para jovens alunos, e selecionamos episódios de duas crianças a trabalhar com o TouchCounts durante uma tarefa de padrões numéricos para analisar os movimentos de mãos realizados no ecrã tátil (e fora dele), que não são convencionalmente reconhecidos como PC, mas que poderiam ser reinterpretados através da perspetiva do PC. Os nossos resultados demonstram que o desenvolvimento do PC com aplicações em ecrãs táteis constitui uma abordagem pedagógica adequada à idade, que permite aos alunos decompor problemas em etapas menores, desenvolver pensamento algorítmico, reconhecer padrões e lidar com conceitos abstratos. Este estudo contribui para a compreensão da incorporação de movimentos táteis e ações corporais (em dispositivos com ecrã tátil) na aprendizagem e na comunicação de conceitos das ciências da computação—como uma forma de PC corporificado, e explorando como isso pode ser apoiado em ambientes de programação não tradicionais.
Referências
Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The future of embodied design for mathematics teaching and learning. Frontiers in Education, 5, 147. https://doi.org/10.3389/feduc.2020.00147
Abrahamson, D., & Trninic, D. (2015). Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action. ZDM-Mathematics Education, 47, 295–306. https://doi.org/10.1007/s11858-014-0620-0
Acevedo-Borrega, J., Valverde-Berrocoso, J., & Garrido-Arroyo, M. del C. (2022). Computational thinking and educational technology: A scoping review of the literature. Education Sciences, 12(1), 39. https://doi.org/10.3390/educsci12010039
Aho, A. V. (2012). Computation and computational thinking. The Computer Journal, 55(7), 832-835.
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286.
Almjally, A., Howland, K., Good, J., & du Boulay, B. (2023). Investigating primary school children’s embodied expression of programming concepts. International Journal of Child Computer Interaction, 36, 100574. https://doi.org/10.1016/j.ijcci.2023.100574
Angeli, C., & Giannakos, M. (2020). Computational thinking education: Issues and challenges. Computers in Human Behavior, 105, 106185. https://doi.org/10.1016/j.chb.2019.106185
Angeli, C., & Valanides, N. (2020). Developing young children's computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105, 105954. https://doi.org/10.1016/j.chb.2019.03.018
Bakala, E., Gerosa, A., Hourcade, J. P., & Tejera, G. (2021). Preschool children, robots, and computational thinking: A systematic review. International Journal of Child-Computer interaction, 29, 100337. https://doi.org/10.1016/j.ijcci.2021.100337
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645. https://doi.org/10.1146/annurev.psych.59.103006.093639
Bers, M. U., Strawhacker, A., & Sullivan, A. (2022). The state of the field of computational thinking in early childhood education. OECD Education Working Papers, 274, 0_1-63.
Brainin, E., Shamir, A., & Eden, S. (2022). Robot programming intervention for promoting spatial relations, mental rotation and visual memory of kindergarten children. Journal of Research of Technology in Education, 54(3), 345–358. https://doi.org/10.1080/15391523.2020.1858464
Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada (Vol. 1, p. 25).
Boom, K. D., Bower, M., Siemon, J., & Arguel, A. (2022). Relationships between computational thinking and the quality of computer programs. Education and Information Technologies, 27(6), 8289-8310. https://doi.org/10.1007/s10639-022-10921-z
Cansu, F. K., & Cansu, S. K. (2019). An overview of computational thinking. International Journal of Computer Science Education in Schools, 3(1), 17-30.
Ching, Y.-H., Hsu, Y.-C., & Baldwin, S. (2018). Developing computational thinking with educational technologies for young learners. TechTrends, 62(6), 563–573. https://doi.org/10.1007/s11528-018-0292-7
Clark, A. (1999). An embodied cognitive science?. Trends in cognitive sciences, 3(9), 345-351.
Clements, D. H., & Battista, M. T. (1989). Learning of geometric concepts in a Logo environment. Journal for Research in Mathematics Education, 20(5), 450-467.
Daily, S. B., Leonard, A. E., Jörg, S., Babu, S., & Gundersen, K. (2014, March). Dancing alice: Exploring embodied pedagogical strategies for learning computational thinking. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 91-96).
de Freitas, E., & Sinclair, N. (2013). New materialist ontologies in mathematics education: The body in/of mathematics. Educational Studies in Mathematics, 83, 453-470. https://doi.org/10.1007/s10649-012-9465-z
Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(6), 33-39.
Einhorn, S. (2012). Microworlds, computational thinking, and 21st century learning. LCSI White Paper, 2, 2-10.
Ezeamuzie, N. O., & Leung, J. S. (2022). Computational thinking through an empirical lens: A systematic review of literature. Journal of Educational Computing Research, 60(2), 481-511. https://doi.org/10.1177/07356331211033158
Falloon, G. (2016). An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad. Journal of Computer Assisted Learning, 32(6), 576-593.
Fodor, J. A. (1975). The language of thought (Vol. 5). Harvard University Press.
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational researcher, 42(1), 38-43. https://doi.org/10.3102/0013189X12463051
Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
Heintz, F., Mannila, L., & Färnqvist, T. (2016). A review of models for introducing computational thinking, computer science and computing in K-12 education. 2016 IEEE Frontiers in Education Conference, (pp. 1–9). IEEE.
Henderson, P. B., Cortina, T. J., & Wing, J. M. (2007, March). Computational thinking. In Proceedings of the 38th SIGCSE technical symposium on Computer science education (pp.195-196).
Hunting, R. P. (1997). Clinical interview methods in mathematics education research and practice. The Journal of Mathematical Behavior, 16(2), 145-165. https://doi.org/10.1016/S0732-3123(97)90023-7
Hutto, D. D., & Myin, E. (2012). Radicalizing enactivism: Basic minds without content. MIT press.
International Society for Technology in Education. (2011). Operational definition of computational thinking for K–12 education. http://www.iste.org/docs/ct-documents/computational-thinking-operational-definitionflyer.pdf?sfvrsn=2.
Kalelioglu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583–583.
Kazakoff, E., & Bers, M. (2012). Programming in a robotics context in the kindergarten classroom: The impact on sequencing skills. Journal of Educational Multimedia and Hypermedia, 21(4), 371-391.
Kilpeläinen, P. (2010). Do all roads lead to Rome? (Or reductions for dummy travelers). Computer Science Education, 20(3), 181-199. https://doi.org/10.1080/08993408.2010.501226
Kwon, K., Jeon, M., Zhou, C., Kim, K., & Brush, T. A. (2022). Embodied learning for computational thinking in early primary education. Journal of Research on Technology in Education, 56(4), 410-430. https://doi.org/10.1080/15391523.2022.2158146
Lakoff, G., & Núñez, R. (2000). Where mathematics comes from. Basic Books.
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12?. Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
Manches, A., McKenna, P. E., Rajendran, G., & Robertson, J. (2020). Identifying embodied metaphors for computing education. Computers in Human Behavior, 105, 105859. https://doi.org/10.1016/j.chb.2018.12.037
Manches, A., & O’malley, C. (2012). Tangibles for learning: a representational analysis of physical manipulation. Personal and Ubiquitous Computing, 16, 405-419. https://doi.org/10.1007/s00779-011-0406-0
McCormick, K. I., & Hall, J. A. (2022). Computational thinking learning experiences, outcomes, and research in preschool settings: A scoping review of literature. Education and Information Technologies, 27(3), 3777–3812. https://doi.org/10.1007/s10639-021-10765-z
McNeill, D. (1995). Hand and Mind: What Gestures Reveal About Thought. University of Chicago Press.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Ng, O. (2016). The interplay between language, gestures, dragging, and diagrams in bilingual learners’ mathematical communications. Educational Studies in Mathematics, 91(3), 307-326. https://doi.org/10.1007/s10649-015-9652-9
Niebert, K., Marsch, S., & Treagust, D. F. (2012). Understanding needs embodiment: A theory guided reanalysis of the role of metaphors and analogies in understanding science. Science Education, 96(5), 849-877. https://doi.org/10.1002/sce.21026
Núñez, R. (2006). Do real numbers really move? Language, thought, and gesture: The embodied cognitive foundations of mathematics. In R. Hersh. (Ed), 18 Unconventional Essays on the Nature of Mathematics. Springer.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New ideas in psychology, 2(2), 137-168. https://doi.org/10.1016/0732-118X(84)90018-7
Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67.
Rich, P. J., Bartholomew, S., Daniel, D., Dinsmoor, K., Nielsen, M., Reynolds, C., Swanson, M., Winward, E., & Yauney, J. (2024). Trends in tools used to teach computational thinking through elementary coding. Journal of Research on Technology in Education, 56(3), 269–290. https://doi.org/10.1080/15391523.2022.2121345
Sáez-López, J. M., Sevillano-García, M. L., & Vazquez-Cano, E. (2019). The effect of programming on primary school students’ mathematical and scientific understanding: Educational use of mBot. Educational Technology Research and Development, 67, 1405-1425. https://doi.org/10.1007/s11423-019-09648-5
Seow, P., Looi, C.-K., How, M.-L., Wadhwa, B., & Wu, L. (2019). Educational Policy and Implementation of Computational Thinking and Programming: Case Study of Singapore. In S. C. Kong, H. Abelson (Eds.), Computational Thinking Education, (pp. 345–361). Springer. https://doi.org/10.1007/978-981-13-6528-7_19
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142-158. https://doi.org/10.1016/j.edurev.2017.09.003
Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage publications.
Sung, J., Lee, J., & Chun, H. (2023). Short term effects of a classroom-based STEAM program using robotics kits on children in South Korea. International Journal of STEM education, 10(1), 26. https://doi.org/10.1186/s40594-023-00417-8
Sung, W., Ahn, J., & Black, J. B. (2017). Introducing computational thinking to young learners: Practicing computational perspectives through embodiment in mathematics education. Technology, Knowledge and Learning, 22, 443-463. https://doi.org/10.1007/s10758-017-9328-x
Thelen, E., Schöner, G., Scheier, C., & Smith, L. B. (2001). The dynamics of embodiment: A field theory of infant perseverative reaching. Behavioral and brain sciences, 24(1), 1-34.
Varela, F. J., Thompson, E., & Rosch, E. (2017). The embodied mind, revised edition: Cognitive science and human experience. MIT press.
Wang, D., Wang, T., & Liu, Z. (2014). A tangible programming tool for children to cultivate computational thinking. The Scientific World Journal, 1, 428080. https://doi.org/10.1155/2014/428080
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25, 127-147. https://doi.org/10.1007/s10956-015-9581-5
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Wing, J. M. (2011). Research notebook: Computational thinking—What and why. The link magazine, 6, 20-23.
Ye, H., Liang, B., Ng, O., & Chai, C. S. (2023). Integration of computational thinking in K-12 mathematics education: A systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10, 3. https://doi.org/10.1186/s40594-023-00396-w
Yeung, W. L., & Ng, O. (2023). Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010 – 2023). Computers & Education. https://doi.org/10.1016/j.compedu.2023.104881
Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141, 103607. https://doi.org/10.1016/j.compedu.2019.103607
Zhang, X., Chen, Y., Hu, L., Bao, Y., Tu, Y. F., & Hwang, G. J. (2024). A metaphor-based robot programming approach to facilitating young children’s computational thinking and positive learning behaviors. Computers & Education, 215, 105039. https://doi.org/10.1016/j.compedu.2024.105039
Zhang, Y., Ng, O., & Leung, S. (2023). Researching computational thinking in early childhood STEAM education context: A descriptive review of selected literature on the state of research and future directions. Journal of STEM Education and Research. https://doi.org/10.1007/s41979-023-00097-7
Zuckerman, O., Arida, S., & Resnick, M. (2005, April). Extending tangible interfaces for education: digital Montessori-inspired manipulatives. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 859-868). Association for Computing Machinery.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Copyright (c) pertence à Quadrante. Contudo, encorajamos que os artigos sejam divulgados nos repositórios institucionais ou pessoais desde que seja identificada a sua publicação original na Quadrante e incluída a hiperligação para o site da revista.
