The applicability of computational thinking to teachers in the early years of elementary education: A preliminary research
DOI:
https://doi.org/10.14571/brajets.v18.n3.690-700Keywords:
Educational Robotics, Computational thinking, Knowledge buildingAbstract
This article proposes to ponder about insertion of computational thinking – through educational robotics – as a curricular component for Primary Education in the Early Years of Elementary Education in order to promote teaching focused on skills and abilities required of students in the 21st century, regarding research, discovery, cooperation, collaboration, teamwork, creativity, reasoning logical. Therefore, preliminary research was carried out, based on the guidelines of the Resolution nº 510, of April 7, 2016, of the National Health Council (CNS), throughout conversations with teachers who work directly and daily with robotics in schools. For data analysis of the conversations, Bardin's content analysis technique was used. This technique enabled the identification of analysis categories that were later discussed in the light of relevant literature. It was found that computational thinking is an essential skill in the contemporary world. With the exponential growth of technology and the advancing presence of computing in all spheres of society, it is crucial to prepare students so will be able to understand, analyze and solve problems algorithmically and logically. Educational robotics should be seen as a powerful pedagogical approach for the development of skills and abilities required of students in the 21st century, as well as to provide students with an environment to promote experimentation, proactivity, engagement and encourage the application of computational thinking in classroom practice.
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