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Abstract(s)
O presente estudo pretende analisar o contributo da ferramenta Scratch para o desenvolvimento de competências de resolução de problemas em crianças do 1º Ciclo do Ensino Básico.
O enquadramento teórico procura fazer uma abordagem do impacto das tecnologias na sociedade, nomeadamente, nas gerações mais novas, e na forma como se aprende, questionando o papel da escola e reforçando a importância da mobilização da tecnologia para o reforço da aprendizagem, numa perspectiva construtivista.
Será apresentado o Scratch, uma ferramenta inovadora, que visa o desenvolvimento da fluência tecnológica e de competências de aprendizagem para o século XXI.
Este estudo desenvolve-se em torno da construção de projectos na ferramenta Scratch, por alunos de uma turma do 3º/ 4º anos do 1º Ciclo do Ensino Básico. A actividade desenvolvida teve como ponto de partida a temática ―A qualidade do Meio Ambiente‖, inserida na Organização Curricular do 1º Ciclo.
Os produtos desenvolvidos pelos alunos, bem como os seus processos de construção, sugerem potencialidades pedagógicas do Scratch, designadamente, no desenvolvimento de competências de resolução de problemas.
This study wants to examine the contribution of the Scratch tool to the development of competence in the resolution of problems in children in the first years of school. The theoretical framing aspires to do an approach of the technologies impact in society, namely, in younger generations, and in the way we learn, questioning the role of school and strengthening the importance of the technology mobilization to the reinforcement of learning, in a constructive perspective. It will be exhibited Scratch, an innovative tool, that aims the technology fluency and learning competence development to the XXI century. This essay develops around the construction of projects in the Scratch tool, done by students of the third and fourth grades class. The developed activity had from the starting point the theme « the quality of the environment», inserted in the Curricular Organization from the First Years of school. The products developed by the students, as their processes of constructions, implies pedagogical potentialities of the Scratch, namely, in the development of competence to solve problems.
This study wants to examine the contribution of the Scratch tool to the development of competence in the resolution of problems in children in the first years of school. The theoretical framing aspires to do an approach of the technologies impact in society, namely, in younger generations, and in the way we learn, questioning the role of school and strengthening the importance of the technology mobilization to the reinforcement of learning, in a constructive perspective. It will be exhibited Scratch, an innovative tool, that aims the technology fluency and learning competence development to the XXI century. This essay develops around the construction of projects in the Scratch tool, done by students of the third and fourth grades class. The developed activity had from the starting point the theme « the quality of the environment», inserted in the Curricular Organization from the First Years of school. The products developed by the students, as their processes of constructions, implies pedagogical potentialities of the Scratch, namely, in the development of competence to solve problems.
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Keywords
Scratch Competências Resolução de problemas 1º Ciclo do Ensino Básico
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu