Construction of the concept of computational reflective thinking in constructionist educational computational experiences
DOI:
https://doi.org/10.48489/quadrante.36899Keywords:
reflexive thinking, computational thinking, mathematics, computational experience, educational experience, codingAbstract
Our goal is to understand how reflective and computational thinking develop and align when mobilized and developed in Constructionist Educational Computational Experiences (ExCEC) based on building programs in Scratch. We adopted the qualitative approach of Design-Based Research to plan and develop the ExCEC in a naturalistic classroom context with a group of 11 children aged 9 to 12, who participate in courses offered by a Non-Governmental Organization (NGO) located in the city of Birigui, in the state of São Paulo, Brazil. The analysis is conducted on narratives called learning stories, through the lens of a theoretical construct that connects John Dewey's ideas of reflective thinking and educational experience with Seymour Papert's concepts of constructionism. The results highlight the reciprocal action of reflective and computational thinking on the learning process through the construction of mathematical meanings, leading us to identify the prevalence of a thinking style we call computational reflective thinking, mobilized to formulate and solve problematic situations that arise during the construction of programming projects.
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