Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
EDILSON KAZUO KUBOTA |
| Orientador(a): |
Anderson Correa de Lima |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Fundação Universidade Federal de Mato Grosso do Sul
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Link de acesso: |
https://repositorio.ufms.br/handle/123456789/4056
|
Resumo: |
Although Computational Thinking (CT) is increasingly researched in the context of education, there are still few studies that investigate teachers’ views on the subject. Furthermore, the few studies addressing the topic are limited to qualitative approaches with small groups of teachers. In order to face this challenge and identify the teachers’ perception about CT, we conducted a quantitative study involving teachers from all regions of Brazil. Through the study, we mapped the software and pedagogical practices that promote skills associated with the theme and identified that only 36% of respondents know the concepts related to the CT, suggesting that the theme and related skills are still little known. |
