Educational Robotics as a motivating methodology in the teaching of programming logic in Professional and Technological Education
DOI:
https://doi.org/10.33448/rsd-v9i12.10938Keywords:
Educational robotics; Professional and technological education; Programming logic; Active methodologies; Teaching.Abstract
This article aims to detail the use of the educational product called Robôcactus as a theoretical-methodological tool, associated with educational robotics and the Arduino platform in Professional and Technological Education (EPT). Therefore, this work uses the methodology of participatory action research, the active methodologies of Inverted Classroom (SAI) and Project Based Learning (PBL). Besides of the difficulties and demotivation of students in the programming logic component, a methodology was created to mitigate this impact by conducting an educational robotics workshop that aims to contribute beyond the subject's polytechnic education, but also his critical thinking and technical knowledge through of praxis, where such factors are very important for the development of the 21st century professional. The content analysis reveals the positive experience of using robotics as a technological motivating agent in the school environment.
References
Bardin, L. (1977). Análise de conteúdo São Paulo. SP: Edições, 70.
Calegari, P. F. (2015). Aplicação da robótica no ensino-aprendizagem de lógica de programação para crianças. Recuperado de https://repositorio.ufsc.br/handle/123456789/133649
Fialho, C. S. C. L., & Moraes, E. C. (2020). The teaching of accessible tourism based on the analysis of legislation regarding people with disabilities supported by the Problem Based Learning (PBL). Research, Society and Development, 9(11), e4949119766. https://doi.org/10.33448/rsd-v9i11.9766
da Silva, I. D. C. S., da Silva Prates, T., & Ribeiro, L. F. S. (2016). As novas tecnologias e aprendizagem: desafios enfrentados pelo professor na sala de aula. Em Debate, (15), 107-123. https://doi.org/10.5007/1980-3532.2016n15p107
de Camargo Ribeiroa, L. R. (2008). Aprendizagem baseada em problemas (PBL) na educação em engenharia. Revista de Ensino de Engenharia, 27(2), 23-32. Recuperado de
de Jou, G. I., & Sperb, T. M. (2006). A metacognição como estratégia reguladora da aprendizagem. Psicologia: reflexão e crítica, 19(2), 177-185
http://dx.doi.org/10.1590/S0102-79722006000200003
dos Santos, F. A. A., Bandeira Filho, J. H., Moura, L. S., & de Medeiros Barbosa, L. (2019). A sala de aula invertida como prática integradora: possibilidades e implicações/Inverted classroom as an integrative practice: possibilities and implications. Brazilian Journal of Development, 5(8), 13256-13271. https://doi.org/10.34117/bjdv5n8-134
Duit, R. (1991). On the role of analogies and metaphors in learning science. Science education, 75(6), 649-672.10.1002/sce.3730750606
Gadotti, M. (2010). Pedagogia da práxis. Recuperado de http://projetos.paulofreire.org:8080/jspui/handle/7891/2260
Júnior, J. C. R. P., & Rapkiewicz, C. E. (2005). Um Ambiente Virtual para apoio a uma Metodologia para Ensino de Algoritmos e Programação. RENOTE-Revista Novas Tecnologias na Educação, 3(2). https://doi.org/10.22456/1679-1916.14021
Lessa, V., Forigo, F., Teixeira, A., & Licks, G. P. (2015, October). Programação de Computadores e Robótica Educativa na Escola: tendências evidenciadas nas produções do Workshop de Informática na Escola. 10.5753/cbie.wie.2015.92
Mesquita, J. D. S. N., & Silva, M. P. (2019). Construção de brinquedos em aulas de Robótica Educacional aliadas ao Ensino de Ciências. Research, Society and Development, 8(5), 7.
https://doi.org/10.33448/rsd-v8i5.677
Moraes, E. C. (2020). Reflexões acerca das Soft Skills e suas interfaces com a BNCC no contexto do Ensino Remoto . Research, Society and Development, 9(10), e9499109412.
https://doi.org/10.33448/rsd-v9i10.9412
Papert, S. A máquina das Crianças, repensando a Escola na Era da Informática, Porto Alegre: 1994.
Santos, C. F., & de Menezes, C. S. (2005, January). A Aprendizagem da Física no Ensino Fundamental em um Ambiente de Robótica Educacional. In Anais do Workshop de Informática na Escola, 1(1). http://dx.doi.org/10.5753/cbie.wie.2005.%25p
Silveira, S., & Girardi, M. (2017). Desenvolvimento de um kit experimental com Arduino para o ensino de Física Moderna no Ensino Médio. Revista Brasileira de Ensino de Física, 39(4). http://dx.doi.org/10.1590/1806-9126-rbef-2016-0287
UNESCO. (2020) Educação para a cidadania global: preparando alunos para os desafios do século XXI. Brasília: Unesco, 2015. Recuperado de http://abecin.org.br/textos/Unesco_Educa%C3%A7%C3%A3o_para_cidadania_global.pdf.
Valente, J. A. (2001). Informática na educação. Revista Brasileira de Ensino de Bioquímica e Biologia Molecular. RBEBBM-01/2001. Recuperado de https://www.aedi.ufpa.br/parfor/letras/images/pdf/at_distancia/castanhal_1.2013/castanhal_2010.010/1.2013%20castanhal%202010-010%20tecn.%20ed.%20e%20ens.%20do%20port.% 20texto%20profa.%20williane%20santos.pdf
Zilli, S. D. R. (2004). A robótica educacional no ensino fundamental: perspectivas e prática. Recuperado de http://repositorio.ufsc.br/xmlui/handle/123456789/86930
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Bruno Amorim Ramos; Eduardo Cardoso Moraes
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
