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GUILHERME SCHIRMER DA COSTA
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CODINGJOB: A SERIOUS GAME TO ASSIST IN C PROGRAMMING LANGUAGE SUBJECTS
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Leader : MARCIA HAFELE ISLABAO FRANCO
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MEMBRES DE LA BANQUE :
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ANDRE PERES
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LUCIA MARIA MARTINS GIRAFFA
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MARCIA AMARAL CORREA UGHINI VILLARROEL
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MARCIA HAFELE ISLABAO FRANCO
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Data: 31 mars 2023
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Afficher le Résumé
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Studies show that among the subjects of courses in the area of computing, those that addresses the programming skills are seen as vital to students’ academic and professional progress. Nonetheless, these disciplines are highlighted in several researches as complex and, generally, have a high dropout and/or failure rate. It is known that there are several factors that may lead to this problem, from a basic education deficient in logic and mathematics, lack of interest in exercises, lack of time to practice outside the classroom, difficulties in abstracting syntax of a programming language among others. In this scenario, it is believed that the development of a tool that motivates students to practice programming outside of class hours and that have a more playful and less formal content, such as, a digital game, can contribute to the development of motivation and engagement of students. Digital games have been used in education with different levels of success for decades. Currently, serious games are known for uniting the playful and programmatic content of different disciplines, with the possibility of being used inside and outside the classrooms. This work presents the application of the serious game CodingJob, which aims to help students of the Programming Language I course to practice the course content in a environment that simulates a small software factory. Based on constructionist concepts, the game aims to use features of a micro world, a concept developed by Seymour Papert, in which the student has a study environment provided with tools that allow the same explore content, producing solutions and building knowledge. The game was developed in production cycles with the help of students through the use of the Design Science Research methodology, where a production cycle culminates with user testing that raises new suggestions for changes for a new production cycle. After 3 test cycles, the results presented were positive, although they raised several questions regarding some of the author’s design choices. It is possible to notice that the result in relation to student motivation was positive, however, the results presented in relation to learning through the game are inconsistent, since the difficulty of some questions has created frustration in some students
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2
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JOÃO JOAQUIM DE FREITAS NETO
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TRAINING OF BASIC EDUCATION TEACHERS IN ROBOTICS EDUCATION: A STRATEGY BASED ON THE TPACK MODEL
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Leader : SILVIA DE CASTRO BERTAGNOLLI
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MEMBRES DE LA BANQUE :
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CARLOS TADEU QUEIROZ DE MORAIS
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FABIO YOSHIMITSU OKUYAMA
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MARCIA HAFELE ISLABAO FRANCO
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SILVIA DE CASTRO BERTAGNOLLI
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Data: 10 mai 2023
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Afficher le Résumé
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The use of Digital Information and Communication Technologies (TDIC) with Pedagogical strategies can be applied to different areas of knowledge. There are different TDIC that can be used in the field of education, such as such as interactive tools, digital games, learning objects, robotics education, among others. However, one of the main problems faced is the little experience that teachers have in the use and development of these technologies. Thus, the present research focused on investigating how a continuing education course in Educational Robotics (ER) for teachers, having as pedagogical support tools of the EaD modality, can contribute to the development of Computational Thinking (CT) to in order to favor the emergence of scientific, critical and creative thinking. For Therefore, RE was used as a fundamental technology, as it is believed that with it is possible to develop diverse knowledge in an integrated way. O The target audience for this research was public school teachers. who work in basic education. As for the methodological procedures, this investigation is characterized by being of an applied nature and as to the objectives it is exploratory, having its approach in a qualitative way. The search was conducted through a case study, using it as an instrument to data collection two questionnaires that were applied, one at the beginning and another at the end of course. The resources used were recycled materials and office, a kit that uses Arduino Mega, and code platforms and software open. It can be observed, in this investigation, that RE meets several elements present in constructionism, as well as helps in the development of computational thinking, directly influencing in the acquisition of scientific, critical and creative thinking. However, some limitations were observed on the adoption of the TPACK model (Technological Pedagogical Content Knowledge) through the use of continuing education oriented to interdisciplinarity. Limitations were also observed regarding permanence in the course and the effective participation of professors in activities presented in the Learning Management System (LMS) Moodle.
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3
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FERNANDA MOTTA FERREIRA
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THE CREATIVE SPACE AT SCHOOL: INTEGRATING SCHOOL, COMMUNITY AND LOCAL INDUSTRY THROUGH CREATIVE LEARNING, DIGITAL MANUFACTURING AND WASTE RESIGNIFICATION
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Leader : ANDRE PERES
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MEMBRES DE LA BANQUE :
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EDERSON LUIZ LOCATELLI
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ANDRE PERES
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FABIO YOSHIMITSU OKUYAMA
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MARCIA HAFELE ISLABAO FRANCO
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Data: 16 juin 2023
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Afficher le Résumé
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The present work raises the discussion of the implementation of a creative space within the school context. The pedagogical approach used will be that of Creative Learning with the use of pedagogical strategies developed within the Hand-in-Hand Movement and the reframing of industrial waste. The proposed general objective revolves around achieving the expansion and development of Creative Hands-on Learning actions with the use of materials from the industries, starting initially from the construction of a planning guide for a Creative Space with the use of materials (waste) from industries in conjunction with digital manufacturing technologies. In order to achieve the objectives, a qualitative research using interviews as a research instrument was selected as methodology. Data collection will be carried out within the training course, offered by the 27th CRE RS in partnership with the Federal Institute of Education, Science and Technology, with teachers. With this, it is expected that it will be possible to analyze the data generated in a qualitative way, aiming to point out the effectiveness of the dialogue with the actors in the education process, as well as contributing to the dissemination of the Creative Learning Approach at school.
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4
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ANDREIA MARIA AMBROSIO DE SOUZA ACCORDI
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UNCOMPLICATING HYBRID LEARNING: production of a guide for didactic use in technical courses integrated into IFRS
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Leader : MARCELO AUGUSTO RAUH SCHMITT
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MEMBRES DE LA BANQUE :
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ANDRE PERES
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MARCELO AUGUSTO RAUH SCHMITT
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MARCIA AMARAL CORREA UGHINI VILLARROEL
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JOSE PALAZZO MOREIRA DE OLIVEIRA
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Data: 5 juil. 2023
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Afficher le Résumé
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The Covid-19 pandemic brought a period of suspension of face-to-face classes that gave many Brazilian teachers the opportunity to experiment with new pedagogical practices, mixing face-to-face and non-face-to-face moments, broadly called hybrid teaching. There was not, however, a broad theoretical-conceptual debate about what hybrid teaching is and whether learning, using this model, could take place in a meaningful way. Bringing the problem to the Federal Institute of Rio Grande do Sul (IFRS), the following question was asked: how can IFRS teachers appropriate and apply, according to the principles of meaningful learning, pedagogical practices involving hybrid teaching? The general objective of this dissertation is to develop a reference guide, with concepts and proposals for the application of hybrid teaching at the Federal Institute of Rio Grande do Sul (IFRS), in the context of Integrated High School, based on the principles of meaningful learning. Therefore, we sought to: a) describe how hybrid teaching, based on meaningful learning, has been applied in high school in Brazil through a bibliographical review; b) to know the profile of technical education teachers integrated into IFRS secondary education in relation to their prior knowledge about blended learning, recording reports and evaluations of experiences on blended learning lived by them, involving questionnaires, interviews and participation in online platforms line; c) to transpose the theoretical knowledge and empirical information obtained, in a didactic way, adopting the assumptions of the theory of didactic transposition for the production of the guide. With the bibliographic research, 276 works were found dealing with the application of hybrid teaching in high schools in Brazil. Of these, 28 were selected that used the assumptions of meaningful learning as part of the theoretical framework. As for the field study, ninety professors answered the questionnaire, which corresponds to 6.6% of the institution's total professors. The interaction on the online platform and on the instant messaging application involved the participation of 51 professors, five of whom were interviewed. The interaction with the professors demonstrated that most of them already have a formed concept about blended learning and have already put it into practice, if not using the theoretical framework presented here, at least intuitively. For this audience, the guide produced as a result of this dissertation will be of great value to develop meaningful learning. The greatest difficulty, however, will lie with those professors who have a different concept of hybrid teaching from that presented in this dissertation or who simply do not want to apply hybrid teaching for any other reason. It emphasizes the importance of the education product, result of the research carried out in this dissertation, elaborated in the light of the theory of didactic transposition and the importance of the dialogue between the academic production, the professors, and the didactic materials, having the professional master's programs, such as the IFRS Information Technology in Education, a leading role in this process.
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5
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FERNANDA COSTA ARUSIEVICZ
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Thinking about the implementation management of maker spaces: some possibilities for optimizing educational actions
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Leader : ANDRE PERES
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MEMBRES DE LA BANQUE :
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ANDRE PERES
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FABIO YOSHIMITSU OKUYAMA
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MARCIA HAFELE ISLABAO FRANCO
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ANDRÉ LUIS ALICE RAABE
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Data: 5 juil. 2023
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Afficher le Résumé
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This research project intends to investigate strategies for school management in order to expand the capacities of use of the maker spaces implemented in schools, so that the potential of these environments is directed to the learning process. It is intended, therefore, to effectively manage the use of these spaces so that schools, educators and students can take advantage of all their educational potential, becoming a living, useful and meaningful space for educational activities. With this purpose in mind, a bibliographic research was carried out bringing to light authors such as: Jean Piaget, John Dewey, José Armando Valente, José Moran, Lilian Bacich, Mitchel Resnick, Paulo Blikstein, Paulo Freire, Neil Gershenfeld, Seymour Papert, Sylvia Libow Martinez, Gary Stager. In addition, a narrative review of the literature was conducted in order to identify dissertations and theses in line with the present research. With this, we seek to elucidate in the course of this dissertation, the main theories that support the maker movement and the different conceptions that exist according to the perspective of the authors that support the way of acting of each maker space, that is, according to the approach that each maker space will have in the educational environment. Still as a method, it is intended to carry out a field research, which will have the purpose of proposing suggestions that facilitate the management or implementation of these spaces in the school, enriching and optimizing to the maximum their use by the school community according to each context.
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6
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FILLIPE DA SILVA WELAUSEN
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LABIRINO: PEDAGOGICAL STRATEGY TO ASSIST IN THE DEVELOPMENT OF COMPUTATIONAL THINKING IN EARLY CHILDHOOD EDUCATION
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Leader : SILVIA DE CASTRO BERTAGNOLLI
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MEMBRES DE LA BANQUE :
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FABIO YOSHIMITSU OKUYAMA
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MARCIA HAFELE ISLABAO FRANCO
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SILVIA DE CASTRO BERTAGNOLLI
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SIMONE LORENTZ SPERHACKE
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Data: 11 juil. 2023
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Afficher le Résumé
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In recent years, Computational Thinking (CP) began to be adopted in pedagogical strategies at different levels of Basic Education: Kindergarten, Elementary School (initial and final years) and High School. The inclusion of CT in basic education was influenced by several factors, in particular the document “Computação Complement à BNCC”, which presents skills, competencies and learning objectives, for all of Brazil, on teaching computing in basic education, including computational thinking; and the National Policy on Digital Education (PNED), instituted by Law No. 14,533, of January 11, 2023. This policy presents computational thinking as one of the objectives for School Digital Education. Although several regulations exist, based on an investigation in some databases, it is possible to state that there is a shortage of works that address this topic in early childhood education. Considering this problem, this research tries to answer the following question: How to introduce computational thinking in the context of early childhood education? The strategy to solve the identified problem was to carry out an analysis of the BNCC and the DCNEI (National Curriculum Guidelines for Early Childhood Education) and focus on the structuring axes of pedagogical practices: interactions and play. In this context, the research proposes the use of an unplugged game, which can be approached from texts of children's literature. The idea is to present the concepts of computational thinking in early childhood education, relating them to a playful story and the game developed by this work. The game, called LABIRINO, was organized to be played in two ways: (i) one using only the tactile maps that form a labyrinth, where the child can create a story and draw on paper the paths to be followed by his/her character(s); and, (ii) the other way of using it consists of using programmed mazes, which have a single solution. This research has a predominantly qualitative approach, and exploratory research was selected for conducting the investigation, using bibliographical research, documental research and case study. The case study was carried out with teachers from a school in Esteio, through a workshop that addressed the theme of computational thinking and allowed participants to play the game. Afterwards, some of the participants applied the game in the classroom and analyzed its weaknesses and strengths. Although it could be played in two ways, the participants chose to use it only with the programmed mazes. Regarding the evaluation of LABIRINO, the collected data indicate that the eight participants fully agree that the game helps in the development of computational thinking, that the use of mazes and sound effects contributes to learning and to the development of the learning objectives delimited in the BNCC, and the possibility of storytelling with logic blocks helps in solving problems and understanding the concept of algorithms. Considering the evaluation of the students' learning, the participants reported that the game has the potential to favor learning, but that several applications are needed with the students, as they need to understand how the game works and use logical reasoning to solve the mazes.
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7
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ADEMILSON MARQUES DE OLIVEIRA
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GOOGLE CLASSROOM IN UFES REMOTE TEACHING
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Leader : MARCELO AUGUSTO RAUH SCHMITT
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MEMBRES DE LA BANQUE :
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CARLOS TADEU QUEIROZ DE MORAIS
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FABIO YOSHIMITSU OKUYAMA
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MARCELO AUGUSTO RAUH SCHMITT
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MARCIA AMARAL CORREA UGHINI VILLARROEL
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Data: 9 août 2023
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Afficher le Résumé
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This study is relevant to the area of concentration of Educational Technologies. And it is linked to the research line Information Technology Applied to Education, of the Federal Institute of Education, Science and Technology of Rio Grande do Sul, Campus Porto Alegre. The theme of this dissertation is “Remote Teaching(from a distance) in the period of the Covid-19 Pandemic”. As problematic we have the formulation of the following question: how can the Google Classroom Software collaborate in the quality of the teaching and learning process and impact on the Teaching of the Federal Public Higher Education network? In sequence, we aim to analyze how Google Classroom was used at UFES for the implementation of remote teaching. Thus, this study is justified due to the importance of verifying the teaching and learning process through this tool and if it is a resource that positively influences the quality, in relation to teaching practice, in order to suggest its use for other educational institutions, as a proposal for use as a support technology for face-to-face teaching. This case study research has a qualitative approach and an applied nature, and it concludes that the use of Google Classroom was viable in remote teaching and could collaborate in enhancing quality in education, in a hybrid teaching proposal, in education higher.
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LAÍS FREITAS DA SILVA
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BASE: A METHODOLOGY FOR USING DIGITAL EDUCATIONAL GAMES IN LITERACY AND LITERACY FROM THE TEACHER PERSPECTIVE
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Leader : MARCIA HAFELE ISLABAO FRANCO
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MEMBRES DE LA BANQUE :
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FABIO YOSHIMITSU OKUYAMA
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LUCIA MARIA MARTINS GIRAFFA
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MARCIA AMARAL CORREA UGHINI VILLARROEL
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MARCIA HAFELE ISLABAO FRANCO
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Data: 16 nov. 2023
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Afficher le Résumé
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Several studies carried out in recent years have shown that Digital Educational Games (DEGs) are important instructional tools as they involve content with technology and playfulness, supporting the teaching and learning process. We know that literacy is a priority in the first two years of Elementary School (EF) and is defined as the basis for other school content. However, the subject of learning literacy needs to become familiar with a succession of new knowledge, resulting in a process of building reading and writing and following this path advocates support, both for students and teachers. In view of the above, this research presents the methodology, entitled BASE, which aims to assist in the construction and use of DEGs for literacy that support the demands found within the school reality of the initial years of EF (1st to 5th year). The methodology was developed from the perspective of literacy teachers who use DEGs in their classes. Initially, an individual interview was carried out with ten teachers and a qualitative questionnaire was applied and transposed into a quantitative assessment. In this sense, the objective was to identify which evaluative metrics are considered necessary in the pedagogical performance of a DEG for literacy, being complementary to the Pedagogy element of the PlayEduc Framework and in accordance with the Gagnian Instruction Theory. In this way, contributing to the construction and application of DEGs for literacy from a teaching perspective.
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9
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MARIA TANISE RAPHAELLI BOSQUEROLLI ANTUNES
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CONTINUOUS TRAINING OF TEACHERS AND DIGITAL CULTURE: Possibilities and conceptions
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Leader : CARINE BUEIRA LOUREIRO
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MEMBRES DE LA BANQUE :
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CARINE BUEIRA LOUREIRO
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JOSIANE CAROLINA SOARES RAMOS PROCASKO
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MARIANO NICOLAO
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SILVIA DE CASTRO BERTAGNOLLI
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KAMILA LOCKMANN
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Data: 12 déc. 2023
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Afficher le Résumé
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This research has as its theme the continued training of teachers for Digital Culture, understanding that we belong to a digitalized world and that it is essential to offer moments for reflection and construction of knowledge to teachers, as they are one of those responsible for the teaching process. Which brings us to the problem: what understandings of Digital Culture and continuing education are present at BNCC and MPB and how can we problematize them with teachers from the public network of Barão do Triunfo? Given this, the objective of this investigation is: to problematize the notion of digital culture with basic education teachers through a continuing training course. Therefore, this research is characterized by its descriptive nature based on a case study. As a product proposal, a continuing training course called “digital culture: possibilities and concepts” is presented. The planning, development and validation of the course is based on Filatro (2008) which lists 5 steps for the instructional design process: 1) analysis; 2) design; 3) development; 4) implementation; and 5) evaluation. As data collection instruments, interviews with course participants are used, that is, basic education teachers from the public network of Barão do Triunfo, and direct observation, with the analysis of results taking place through the triangulation of information.
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10
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FERNANDA BORTOLUZZI
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Student engagement in Natural Sciences classes through the development of digital games in high school
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Leader : FABIO YOSHIMITSU OKUYAMA
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MEMBRES DE LA BANQUE :
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CARLOS TADEU QUEIROZ DE MORAIS
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FABIO YOSHIMITSU OKUYAMA
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MARCIA HAFELE ISLABAO FRANCO
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SILVIA DE CASTRO BERTAGNOLLI
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Data: 14 déc. 2023
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Afficher le Résumé
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This work takes place just after the 2020 school year, which was mostly held online due to the pandemic caused by the coronavirus and along with the numerous challenges and changes in education, such as the implementation of a new high school model in Brazil. Besides that, there is also a difficulty to find digital resources that address the subject of the Natural Sciences, that meet the requirements of students in such level, to introduce the subjects into their studies. In such context, this work proposes the planning of activities with the development of digital games as a strategy to increase student engagement in classes, based on the concept of meaningful learning theory. This study started with a bibliographical research on the state of the art in this subject, carrying out a survey of the requirements from teacher in order to organize and plan the use of digital games in their classes. Then, it was developed the proposed methodology for planning and monitoring the use of digital games development for teaching Natural Sciences and Mathematics curricular components. This research was conducted using qualitative research, with practical action research as the methodological strategy chosen to carry it out, aiming to diagnose the problem in its specific context to improve engagement in the classroom. Finally, the students were encouraged to learn physics in a more fun way, through the development of digital games using TDICs based on evidence, scientific knowledge, ethics and socio-environmentally responsible principles. It was found evidences that these students have increased their engagement in studying the proposed subjects, expanding their reflections, exploring problem situations and interpreting phenomena from their daily lives.
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11
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ANA JOCELI DA SILVA DE MATOS
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EDUCATIONAL MANAGEMENT AND DIGITAL TECHNOLOGIES: NEW DIRECTIONS AND CHALLENGES, ACTIONS AND PERSPECTIVES OF EDUCATIONAL MANAGERS IN PUBLIC SCHOOLS IN PORTO ALEGRE/RS
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Leader : JOSIANE CAROLINA SOARES RAMOS PROCASKO
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MEMBRES DE LA BANQUE :
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CARINE BUEIRA LOUREIRO
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DENIRIO ITAMAR LOPES MARQUES
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JOSIANE CAROLINA SOARES RAMOS PROCASKO
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JULIAN SILVEIRA DIOGO DE AVILA FONTOURA
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LIZANDRA BRASIL ESTABEL
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Data: 15 déc. 2023
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Afficher le Résumé
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This research project addresses Educational Management and Digital Information and Communication Technologies within the public education network. The bibliographical research is based on related studies and theoretical contributions from the Professional Master's Degree in Informatics in Education - Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) - Campus Porto Alegre/RS. The research approach is qualitative, the investigation is exploratory in nature, highlighting the importance of related studies and field studies, as a methodological strategy. Research data collection was carried out within the scope of the Extension Course “Digital culture: interventions in the reality of educational process management” which was held at IFRS/Campus Porto Alegre. The research subjects were the managers enrolled in the course, who are part of the State and Municipal Public Education Network. Data were collected in field research, interviews with managers and bibliographical research, which were compared from the perspective of two axes: Digital Literacy/Continuing Training, Needs/demands of school managers. These analytical categories previously chosen from bibliographic studies contributed significantly to carrying out the content analysis. It was concluded that based on these procedures, it will be possible to know the profile of school managers, the actions of their practice for the implementation of TDICs in the educational context of the Public Education Network. It is essential to highlight that the research provided support for the creation of the educational product whose purpose is the continued training of managers and teachers.
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12
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CÁTIA VAZ
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CHALLENGES IN THE IMPLEMENTATION OF AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION OF THE MUNICIPAL EDUCATION NETWORK OF THE MUNICIPALITY OF ESTEIO/RS
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Leader : LIZANDRA BRASIL ESTABEL
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MEMBRES DE LA BANQUE :
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ELIANE LOURDES DA SILVA MORO
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JOSIANE CAROLINA SOARES RAMOS PROCASKO
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LIZANDRA BRASIL ESTABEL
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SILVIA DE CASTRO BERTAGNOLLI
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Data: 18 déc. 2023
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Afficher le Résumé
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Including children with Autism Spectrum Disorder in regular schools is a challenge that requires teachers' commitment and knowledge of Specialized Educational Assistance within the perspective of Inclusive Education. There are cases of children with this disorder who do not communicate orally, or their desire to communicate is incongruent with their predisposition to speak, requiring teachers to use Assistive Technology resources to facilitate communication in other ways. Thus, this research aimed to map potential challenges perceived by teachers working in Early Childhood Education in the Municipal Education Network of Esteio/RS in implementing Augmentative and Alternative Communication as a category of Assistive Technology for children with Autism Spectrum Disorder who experience difficulties in their oral communication. The research subjects were the teachers working in Early Childhood Education in the Municipal Schools of Esteio/RS, who have students with Autism Spectrum Disorder with some difficulty in their oral communication. To achieve the proposed objectives of this study, a descriptive-exploratory, cross-sectional, qualitative, case study approach was used. The data collection instruments were semi-structured interviews and an assessment form for educators' training. Data analysis and interpretation were conducted using content analysis, which subsequently led to the formulation of categories discussed in relation to existing literature. This study resulted in the development of Educator Training and an Orientation Guide, which is made available through a website using hypermedia systems. The Orientation Guide can serve as a guiding tool for educators working in Early Childhood Education in the municipality of Esteio/RS, contributing to inclusive educational processes.
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13
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LUCIANO DA SILVA RODRIGUES
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A Role Playing Game (RPG) game creation framework: two case studies in high school
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Leader : MARCELO AUGUSTO RAUH SCHMITT
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MEMBRES DE LA BANQUE :
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MARCELO AUGUSTO RAUH SCHMITT
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MARCIA AMARAL CORREA UGHINI VILLARROEL
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MARCIA HAFELE ISLABAO FRANCO
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JOÃO RICARDO DE BITTENCOURT MENEZES
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Data: 19 déc. 2023
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Afficher le Résumé
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One of the current challenges in basic education is the lack of student interest. Additionally, teachers face difficulty in creating new pedagogical and playful materials quickly and easily. Therefore, the main objective of this research, the topic of a master's thesis in the Professional Master's in Informatics in Education program at IFRS, is to develop a model for creating Role-Playing Games (RPGs) that facilitates the production of educational games by teachers using the RPG genre. The study follows the principles of Piaget's constructivist theory, emphasizing the importance of games for human interaction, rule utilization, cooperation, creative potential, problem-solving, role simulation, and other skills. The development of the model also followed a methodological approach guiding this qualitative research. The investigation assessed recent scientific production on RPG games applied in the educational context, focusing on high school through a systematic survey and conducted a literature review providing an overview of the possibilities of using this type of game to help teachers work with students on the general competencies outlined by the National Common Curriculum Base (BNCC). After constructing the artifact, it was applied in two case studies involving teachers and high school students from two public educational institutions in the state of Rio Grande do Sul and in a pedagogical workshop that included teachers from different educational institutions. For data collection in the two studies, a questionnaire instrument containing open and closed questions was applied, generating data that were transformed into texts. Data analysis was conducted using Bardin's content analysis technique, based on the inference of these textual records. As a result, teachers were able to use the model to create and implement the RPGs "Defenders of the Environment" and "Unexpected Events at Hogwarts" with their student players to assist in the learning process. The model was evaluated, validated, and refined based on participant assessments, demonstrating its feasibility and applicability in the classroom. Thus, the main objective was achieved with the production of a model that allows teachers to build RPGs for classroom use.
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14
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GRAZIELE DA SILVA RODRIGUES
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Planning Computational Thinking in a Intentional Way for Teachers in Early Education: a teaching method supported by BNCC guidelines
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Leader : FABIO YOSHIMITSU OKUYAMA
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MEMBRES DE LA BANQUE :
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ANDRE PERES
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FABIO YOSHIMITSU OKUYAMA
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LUCIA MARIA MARTINS GIRAFFA
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MARCIA HAFELE ISLABAO FRANCO
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Data: 19 déc. 2023
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Afficher le Résumé
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Technical, cognitive, social and emotional skills necessary for 21st century learning skills are essential for students in the contemporary world. In this context, the teaching of Computing was included in the Brazilian National Common Curricular Base in a transversal way, permeating all stages of Basic Education, from Early Childhood Education to High School, through the rules issued by the National Education Council nº 2/2022. Given the potential of Computational Thinking in developing skills to support problem solving, it was chosen as the core of the research in this dissertation. Therefore, the main objective of this research is to contribute in aiding teachers that work in kindergarten to include the pillars of Computational Thinking in an intentional way, in accordance with the BNCC guidelines, with the proposal of teaching methodological guidelines. To conduct the research, the epistemological-methodological approach chosen was the Design Science Research (DSR), which was conducted in three cycles, in two participating schools in the research. As a result of this investigation, two pedagogical artifacts were created. The first artifact, a Didactic Sequence (SD), containing plugged and unplugged activities, supported by the pillars of Computational Thinking for early childhood education classes, was applied to an average of thirty-five students, from three Pre-School II classes. Consequently, knowledge was produced to develop the second pedagogical artifact called Teaching Methodological Guidelines - supported by Computational Thinking, which can serve not only as a strategy to be reproduced, but also to help teachers plan their own activities with other groups of students, respecting the specificities present in each educational context. The results obtained from this research include: the production and availability of pedagogical material to assist, facilitate and encourage teachers to apply the pillars of Computational Thinking in the context of Early Childhood Education, through methodological guidelines that were constructed from the preparation and application of a Didactic Sequence. The research resulted in a positive learning experience for the students, as they were able to acquire knowledge linked to the pillars of computational thinking. Regarding teachers, it can be noted that they realized how much computational thinking can be applied in the classroom context, regardless of whether they use plugged or unplugged activities. Furthermore, the teaching methodological guidelines and the didactic sequence model can help teachers to replicate or create their own activities based on the pillars of Computational Thinking.
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