Proposta de oficina de ensino utilizando a ferramenta scratch
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Data
2023-06-16
Tipo de documento
Artigo Científico
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Exatas e da Terra
Modalidade de acesso
Acesso aberto
Editora
Autores
Andrade, Igor Fujikawa
Andrade, Halison Vieira
Orientador
Dal-Bó, Silvana Madeira Alves
Coorientador
Moraes, Heloísa
Resumo
Este artigo apresenta um estudo sobre o ensino de programação nas escolas com o objetivo de tornar o processo mais acessível e compreensível para as crianças. Muitas vezes a programação é percebida como algo complexo e difícil de ensinar, mas ao analisar as experiências de quem ensinou programação, incluindo suas metodologias, ferramentas e resultados, foi possível identificar práticas pedagógicas eficazes.
Como forma de identificar as experiências vividas nos artigos analisados, foram observados os relatos dos educadores, tabelas e gráficos que apontavam para os dados que foram gerados conforme a implementação de suas metodologias.
A pesquisa revelou que a linguagem de programação Scratch foi a ferramenta mais utilizada para o ensino de lógica de programação. O Scratch é uma linguagem visual e interativa que permite que as crianças criem projetos e jogos de forma intuitiva e divertida. A partir dessa constatação, foram desenvolvidas atividades específicas para alunos de 7 a 14 anos que incluem
o uso do Scratch como ambiente de programação.
Essas atividades são projetadas para envolver os alunos na exploração da lógica de
programação, estimular sua criatividade e tornar o processo de aprendizado mais divertido. Eles podem ser aplicados tanto em um ambiente escolar formal quanto em um ambiente de aprendizagem informal, como clubes de codificação ou atividades extracurriculares.
O objetivo final deste trabalho é contribuir para a difusão do ensino de programação para crianças e inspirar educadores e instituições de ensino a explorar esta área, que já tem se mostrado muito promissora.
This article presents a study on teaching programming in schools with the aim of making the process more accessible and understandable for children. Programming is often perceived as something complex and difficult to teach, but by analyzing the experiences of those who taught programming, including their methodologies, tools and results, it was possible to identify effective pedagogical practices. As a way of identifying the experiences lived in the analyzed articles, the educators' reports, tables and graphs that pointed to the data that were generated according to the implementation of their methodologies were observed. The research revealed that the Scratch programming language was the most used tool for teaching programming logic. Scratch is a visual and interactive language that allows children to create projects and games in an intuitive and fun way. Based on this observation, specific activities were developed for students from 7 to 14 years old, which include the use of Scratch as a programming environment. These activities are designed to engage students in exploring programming logic, stimulate their creativity and make the learning process more fun. They can be applied both in a formal school setting and in an informal learning environment such as coding clubs or extracurricular activities. The final objective of this work is to contribute to the dissemination of teaching programming to children and to inspire educators and educational institutions to explore this area, which has already shown to be very promising.
This article presents a study on teaching programming in schools with the aim of making the process more accessible and understandable for children. Programming is often perceived as something complex and difficult to teach, but by analyzing the experiences of those who taught programming, including their methodologies, tools and results, it was possible to identify effective pedagogical practices. As a way of identifying the experiences lived in the analyzed articles, the educators' reports, tables and graphs that pointed to the data that were generated according to the implementation of their methodologies were observed. The research revealed that the Scratch programming language was the most used tool for teaching programming logic. Scratch is a visual and interactive language that allows children to create projects and games in an intuitive and fun way. Based on this observation, specific activities were developed for students from 7 to 14 years old, which include the use of Scratch as a programming environment. These activities are designed to engage students in exploring programming logic, stimulate their creativity and make the learning process more fun. They can be applied both in a formal school setting and in an informal learning environment such as coding clubs or extracurricular activities. The final objective of this work is to contribute to the dissemination of teaching programming to children and to inspire educators and educational institutions to explore this area, which has already shown to be very promising.
Palavras-chave
Ensino de programação, Metodologias de ensino, Scratch