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- Algorithmic Thinking in Early Childhood Education: Opportunities and Supports in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Gomes, Cristina Azevedo; Rego, Belmiro; Alves, Valter; Duarte, Rui PedroALGO-LITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey and Slovenia, in search of ways to integrate Algorithmic Thinking skills into preschool education for the purpose of growing future code literates starting from the earliest ages. Algorithmic Thinking stems from the concept of an algorithm, which refers to solving a problem by developing a set of steps taken in a sequence to achieve the desired outcome (Katai, 2014). The concept can be traced to the work of Papert (1980, 1991) and is connected to the seminal article by Wing (2006) that introduced Computational Thinking. Barretal (2011) concluded that in K-12, Algorithmic Thinking involves problem-solving skills and particular dispositions, such as confidence and persistence when confronting particular problems. Early Childhood Education algorithmic skills include abilities to learn and work according to the rules or models since children are capable to understand, use, apply and develop simple algorithms. Children are also capable of analyzing and correcting the sequence of actions to reach results, transferring known methods of actions to new situations, and describing their activities to others in a clear way (Voronina et al., 2016; Games for learning algorithmic thinking, 2017). The paper analyses initiatives, studies, and projects that are connected to Algorithmic Thinking in Early Childhood Education in Portugal. A review of literature was developed, starting with curricular documents for Preschool Education (3 to 6 years old) and other documents from the ICT Educational Policy in the country. The second step was a search in databases for studies and projects that looked into Algorithmic Thinking and Computational Thinking in Early Childhood Education in Portugal. The analyses looked into the following themes: a) what definition and elements of Algorithmic Thinking are present?, b) to which concepts and curricular areas is it connected to?, c) what is expected that children in Early Childhood Education learn in relation to Algorithmic Thinking?, d) to what pedagogical elements is Algorithmic Thinking related to?. In terms of curricular documents, it was found that code has been relevant for Portuguese Early Childhood Education (at least) since 1997. In their first edition, the Portuguese Curricular Guidelines for Pre-School Education (MinistĂŠrio da Educação, 1997) included computer code as one of the codes children should get acquainted with. This meant its inclusion under the domain âSpoken Language and Introductory Writingâ. It was stated that âcodeâ was present and would be necessary in childrenâs lives and could be used in arts, music, mathematic, or writing (Portuguese) (p. 72). This approach was positively singled out by the OECD report: addressing the topic of ICT in the guidelines interconnected with other forms of communication and information learning (Taguma et al., 2012). In 2016, the Portuguese Curricular Guidelines for Pre-School Education (PCGPSE) were reviewed and this second version amplifies the mentions to technology. The findings include an analysis for each of the six curricular areas and domains. In terms of studies and projects, the âKids Media Lab Project IIâ stood out as the only systematic initiative for promoting Computational Thinking in Preschool Education (Pinto, Fernandes & OsĂłrio, 2021). In the findings, the main elements of the project are discussed.
- O encontro da arte digital com a aprendizagem das lĂnguas estrangeiras no ensino superior em Portugal: uma experiĂŞncia de interdisciplinaridadePublication . Delplancq, VĂŠronique; Costa Lopes, Ana Maria; Costa, Cristina Amaro; Coutinho, EmĂlia; Oliveira, Isabel; Pereira, JosĂŠ; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, SusanaUm dos desafios atuais do Ensino Superior (ES) ĂŠ inovar nas suas prĂĄticas, con-siderando o estudante como ator ativo da sua aprendizagem, na perspetiva das exigĂŞncias do mercado do trabalho, a sua rĂĄpida evolução e a variedade de ca-pacidades requeridas. A criação de narrativas digitais nĂŁo lineares dinâmicas com o Korsakow 6 revelou ser uma ferramenta poderosa na aprendizagem ati-va das lĂnguas estrangeiras (LE): estimula a mobilização de competĂŞncias em diversas ĂĄreas e constitui uma forte motivação para os estudantes do sĂŠculo XXI. O projeto JASM (Janela aberta sobre o mundo: LE, criatividade multimodal e inovação pedagĂłgica no ES), desenvolvido por uma equipa pluridisciplinar de docentes do ES, utiliza este sistema para produzir curtas-metragens, em francĂŞs e inglĂŞs, por alunos do curso de licenciatura em Comunicação Social da Escola Superior de Educação de Viseu (ESEV), tendo por base o percurso de vida e as tradiçþes de imigrantes em Viseu. Recorre a abordagens diversas, de criação e de diferentes modos, com o objetivo de levar os estudantes a desenvolver uma consciĂŞncia multilingue e multicultural, num ambiente criativo, colaborativo e interdisciplinar. O recurso Ă s novas tecnologias permitiu prosseguir o trabalho Ă distância, assegurando a continuidade da produção de conteĂşdos e o refina-mento da qualidade dos documentos. O artigo problematiza a metodologia adotada, apresenta os resultados em termos de conteĂşdos produzidos, de aquisição de competĂŞncias, mas tambĂŠm de avaliação por parte dos alunos e dos docentes.
- Forging a space for dialogue and negotiation in modern picture books by Melanie FlorencePublication . Amante, SusanaCanadian childrenâs literature has a relatively short history, which is not surprising because Canadian literature itself is a recent and problematic category, struggling for a definition and identity of its own. The lack of national homogeneity is reflected in both CanLit and its counterpart for children, and rather than being a weakness, the multitude of voices that inhabit the Canadian territory has become its essence and strength. Lately, we have noticed a growing interest and market demand for picture books by Indigenous voices. Melanie Florence is one such voice, and she honours her past by bringing to the fore the inescapable dark weight of collective tragedies such as the residential school system and the disappearance and murder of Aboriginal women and girls, a hidden national crisis. In this article, we aim at getting to know and help readers discover Missing Nimâmâ and Stolen Words by this new picture book writer, who is speaking up and voicing First Nationsâ concerns, bringing back memories, but also forging a space for dialogue and negotiation, a space where text and illustration are combined and provide a harmonious whole. In this space, difference and binarisms do not result in dualism, but in highly synergistic relationships.
- The Enactment of Parent and Student Voice in School Evaluation-Cases Across European Frontiers. Technical ReportPublication . Pacheco Figueiredo, Maria; Brown, Martin; Cinkir, Sakir; Kurum, GĂźl; Skerrit, Craig; Faddar, Jerich; Vanhoof, Jan; Amante, Susana; Gardezi, Sarah; Gomes, Helena Margarida dos Santos Vasconcelos; McNamara, Gerry; martins, ana patrĂcia; OâBrien, Shivaun; OâHara, Joe; Ramalho, Henrique; Rocha, JoĂŁo
- Play, Algorithmic Thinking and Early Childhood Education: Challenges in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Gomes, Cristina Azevedo; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Alves, Valter; Duarte; Rego, BelmiroALGOLITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey, and Slovenia, supporting the integration of algorithmic thinking skills into preschool education for preparing future code literates from an early age. The paper presents the project and frames it in Portuguese Early Childhood Education. First, in terms of curricular areas and pedagogical approach, through a content analysis of the Portuguese Curricular Guidelines for Preschool Education. Second, by analyzing initiatives and projects that are connected to algorithmic thinking in Early Childhood Education in Portugal. Third, by presenting challenges that emerged from a set of discussions with several participants, highlighting the complexity and timeliness of the project.
- Humour in mathematics teaching: A study in Portugal and SpainPublication . Menezes, LuĂs; Viseu, Floriano; Flores, Pablo; Amante, Susana; Costa Lopes, Ana MariaThis study analyses humour in a school context in Portugal and Spain. The study aims to respond to the following questions: (1) Do mathematics teachers consider that they have a sense of humour? (2) What conception do they have of humour? (3) Do they consider humour to be compatible with the teaching of mathematics? and (4) If teachers use humour in the teaching of mathematics, how do they use it and for what purpose? To carry out this study, we adopted a mixed methodology. Mathematics teachers, Portuguese and Spanish, teaching from primary school level to higher education, were asked to respond to a questionnaire, comprising open and closed questions. Data analysis combines statistical with content analysis. The main results reveal that most teachers claim they appreciate/value humour and acknowledge its educational relevance. Most teachers claim they use it regularly and present examples of its use. These examples show small differences between Portuguese and Spanish teachers.
- O contributo dos manuais de PortuguĂŞs para as prĂĄticas de leitura literĂĄria - percursos de anĂĄlise no 1.Âş CEBPublication . MelĂŁo, Dulce; Silva, Ana Isabel; Amante, Susana; Castelo, Adelina; Matos, Isabel Aires; Balula, JoĂŁo PauloĂ reconhecido que o processo de avaliação e certificação dos manuais escolares implicou um conjunto significativo de mudanças na reorganização dos mesmos. Relativamente aos manuais de PortuguĂŞs destinados ao 1.Âş Ciclo do Ensino BĂĄsico (1.Âş CEB), tais mudanças repercutiram-se, sobretudo, no reajustamento dos domĂnios da Oralidade, da Leitura e Escrita, da GramĂĄtica e da Educação LiterĂĄria. Tendo como quadro teĂłrico de referĂŞncia o cruzamento da reconceptualização da Educação LiterĂĄria no Programa e Metas Curriculares de PortuguĂŞs (2015) com o desenvolvimento de estratĂŠgias didĂĄticas de ensino da compreensĂŁo na leitura, traçåmos os seguintes objetivos: i) analisar o modo como as atividades propostas nos manuais promovem o cumprimento dos objetivos do domĂnio da Educação LiterĂĄria em articulação com a compreensĂŁo na leitura; ii) compreender que repercussĂľes terĂŁo tais opçþes para a reconstrução conjunta, de docentes e de alunos(as), de itinerĂĄrios de leitura que possibilitem cultivar o gosto pela mesma. Relativamente Ă s opçþes metodolĂłgicas, a nossa abordagem foi de natureza qualitativa, tendo sido selecionados trĂŞs manuais do 1.Âş CEB adaptados ao Programa e Metas Curriculares de PortuguĂŞs. Recorremos Ă tĂŠcnica da anĂĄlise de conteĂşdo para o estabelecimento de categorias a posteriori, de modo a podermos compreender que tipo de atividades os manuais privilegiam e quais as razĂľes que subjazem a tal escolha. ConcluĂmos que as atividades propostas, embora contribuam para a promoção da Educação LiterĂĄria, se articulam, por vezes, de forma dĂŠbil, com o desenvolvimento da compreensĂŁo na leitura, o que poderĂĄ repercutir-se nos itinerĂĄrios de leitura partilhados em contexto escolar.
- Creation of non-linear storytelling as a tool for learning foreign languages in higher education in PortugalPublication . Costa, Ana Maria; Costa, Cristina Amaro Da; Coutinho, EmĂlia; Oliveira, Isabel; Pereira, JosĂŠ; Lopez Garcia, Patricia; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VĂŠroniqueEm 2019/20, nasceu, sob as restriçþes da COVID-19, o projeto Stepping up to Global Challenges: Empowering Students across the World. As docentes de InglĂŞs de NegĂłcios II (Marketing/ESTG/IPV) ofereceram aos seus alunos oportunidades reais de comunicação em lĂngua inglesa, atravĂŠs de atividades baseadas em tarefas e do recurso a plataformas digitais, em colaboração com pares da Kazimierz Pulaski UTH (PolĂłnia) e da Ege Ăniversitesi (Turquia). A segunda edição do projeto decorreu no 2.o semestre de 2020/21, tambĂŠm em cenĂĄrio de pandemia, e foi, por isso mesmo, dedicada Ă aprendizagem do inglĂŞs atravĂŠs de atividades de combate ao isolamento e de promoção de comportamentos responsĂĄveis, por alunos de Enfermagem da ESS/IPV, de Marketing da ESTG/IPV, da ES de EletrĂłnica e de Filologia Inglesa da UTH e de vĂĄrios cursos da Ege Ăniversitesi. Neste artigo, pretendemos: a) discutir as vantagens da aprendizagem do inglĂŞs recorrendo ao Project-Based Learning (PBL), atravĂŠs de um olhar sobre o exemplo concreto do projeto Stepping Up to Global Challenges (SGC) 2: Learning English while fighting the outbreak of Covid-19; b) apresentar alguns produtos resultantes do trabalho de co-construção de conhecimento em ambientes multiculturais e, mais importante ainda, interculturais. Lançar-se-ĂĄ um olhar sobre as narrativas de alunos de contextos diferenciados, desde os cursos frequentados; Ă s instituiçþes distintas e, algumas, distantes; Ă s vivĂŞncias culturais necessariamente diferentes, permitindo experienciar e partilhar de formas variadas o contexto pandĂŠmico que nos obriga ao confinamento, mas nĂŁo necessariamente ao isolamento, pois urge a criação de pontes â virtuais â que nos permitam ultrapassar fronteiras fĂsicas.
- ABRIR AS PORTAS DA SALA DE AULA: SERIOUS GAMES - O IMPACTO DA GAMIFICAĂĂO NO ENSINO/APRENDIZAGEM DE LĂNGUAS ESTRANGEIRAS NO ENSINO SUPERIOR (APSASEG)Publication . Delplancq, VĂŠronique; Costa Lopes, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, JosĂŠ; Martin, Justine; CasaĂą Pitarch, Ricardo; Gillain, Romain; Amante, Susana; Fidalgo, SusanaA aprendizagem no ES tem deixado pouco espaço ao jogo. ---- surgimento dos serious games. Esta ferramenta pedagĂłgica, resultado da associação da vertente lĂşdica, com recurso ao digital, Ă s estratĂŠgias de aprendizagem, das LĂnguas Estrangeiras para fins especĂficos, representa um desafio original de potencial melhoria para o ensino-aprendizagem neste contexto mais especĂfico de cursos do ES em ĂĄreas que nĂŁo as LE. --- Motivar e encorajar os estudantes, estabilizar os conhecimentos e promover e reforçar a aprendizagem.