Astronomia aplicada: integração da programação plugada e desplugada na formação de professores do ensino de física

• Main Author: Ramos, Ana Paula de Oliveira
• Publication Date: 2024
• Format: Master thesis
• Language: por
• Source: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/0013000019j3t
• Download full: http://repositorio.ufsm.br/handle/1/33794
• topic: Programação plugada; Programação desplugada; Raciocínio lógico; Pensamento computacional; Formação docente; Atualização de docentes; Plugged programming; Unplugged programming; Logical reasoning; Computational thinking; Teacher education; Teacher updating; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present study, associated with the Professional Master’s Program in Educational Technologies at UFSM — RS, addressed a gap in the Brazilian educational landscape, where resources for teaching plugged and unplugged programming, particularly in the context of Physics education at the Basic Education level, remained scarce. The objective was to develop educational materials that promote inclusive and equitable computer education, capable of engaging diverse groups of students regardless of their varied backgrounds. The main research question was: "Which plugged and unplugged activities could be used for studying Astronomy to develop computational thinking and logical reasoning in teacher training?" To theoretically support this study, theoretical frameworks from various studies were utilized, based on a Systematic Literature Review. The research had a descriptive objective, aiming to provide a foundation of various information through bibliographic research, evaluation questionnaires, systemic observation, field diary, and audiovisual records. The nature of the study was Applied Research, and the approach was Qualitative Research, which aimed to generate knowledge for practical application and problem-solving through planned and evaluated activities, according to predefined instruments. The evaluation of the activities was carried out with a group of teachers, both trained and in training, referred to as specialists, in a chosen school, in a face-to-face setting, for experimentation and evaluation by the author of this work. The anticipated final product was a didactic sequence with guidelines for plugged activities (code) and unplugged activities (board, user manual, cards, support tables) and a logo for identification and differentiation.