A relação do pensamento computacional e o desenvolvimento do argumento dedutivo em crianças: um estudo sobre a programação em bloco

• Ano de defesa: 2024
• Autor(a) principal: Giaretta, Milene
• Orientador(a): Teixeira, Adriano Canabarro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC
• País: Brasil
• Palavras-chave em Português: Tecnologia educacional; Raciocínio; Lógica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2810

Technological advancement has profoundly transformed society, especially in the field educational, where the use of new technologies is essential for the dissemination and construction of knowledge. Technological innovations integrated into the school environment have the potential to promote significant advances in the teaching and learning process. In this context, the 21st century is marked by changes in human relationships, directly impacting the education. Computational thinking emerges as a relevant skill, as it concerns to a cognitive ability that encompasses the analysis of complex problems and the creation of innovative solutions. At the same time, the construction of valid deductive arguments is important for the development of critical thinking and effective communication, being a competence relevant to academic and professional life. However, the interaction between computational thinking and deductive argumentation is still little explored. This research seeks to fill this gap, investigating how computational thinking can influence the ability to produce valid arguments in elementary school students II. The main objective is to establish connections between computational thinking and ability to develop deductive argumentation, using a pedagogical approach that integrates the teaching of computer programming, focused on solving problems, for Elementary School II students. The methodology adopted is qualitative, with elements of observational research and case study. Throughout the research, we sought explore skills such as abstraction, decomposition and pattern ecognition and algorithm, characteristics of computational thinking that contribute to the development of deductive argumentation. The results indicate that these skills help students identify and organize premises logically, which favors formulation of valid arguments. Empirical research reveals that thinking computing not only strengthens technical skills, but also promotes critical problem solving and analytical thinking, directly related to effective argumentation. However, there are still gaps in how these skills develop in different educational contexts and in the long term. Future research can focus on adapting this approach to other levels of education and monitoring the way in which these competencies impact academic and professional development when over time.