Computational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in Brazil

Integrar conceitos de Pensamento Computacional (PC) e Ciência da Computação na educação básica é uma tendência mundial atualmente. Entretanto, a maior parte das pesquisas e dos programas educacionais focam na necessidade dos estudantes, enquanto muito menos trabalhos têm sido feitos na área de forma...

Descripció completa

Guardat en:
Dades bibliogràfiques
Publicat a:Revista Brasileira de Informática na Educação
Autors principals: Pontual Falcão, Taciana, França, Rozelma Soares de
Format: Article
Idioma:English
Publicat: Sociedade Brasileira de Computação 2021
Matèries:
Pensamiento Computacional
Enseñanza de la Informática
Currículo
Enseñanza superior
Pensamento Computacional
Educação em Computação
Ensino superior
Computational thinking
Computer science teacher education
Curriculum
Higher education
Accés en línia:https://sol.sbc.org.br/journals/index.php/rbie/article/view/2121
Etiquetes: Afegir etiqueta
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
id oai:ojs2.sol.sbc.org.br:article-2121
record_format ojs
institution Sociedade Brasileira de Computação
collection SBC Openlib
topic Pensamiento Computacional
Enseñanza de la Informática
Currículo
Enseñanza superior
Pensamento Computacional
Educação em Computação
Currículo
Ensino superior
Computational thinking
Computer science teacher education
Curriculum
Higher education
spellingShingle Pensamiento Computacional
Enseñanza de la Informática
Currículo
Enseñanza superior
Pensamento Computacional
Educação em Computação
Currículo
Ensino superior
Computational thinking
Computer science teacher education
Curriculum
Higher education
Pontual Falcão, Taciana
França, Rozelma Soares de
Computational Thinking Goes to School: Implications for Teacher Education in Brazil
Revista Brasileira de Informática na Educação
https://doi.org/10.5753/rbie.2021.2121
topic_facet Pensamiento Computacional
Enseñanza de la Informática
Currículo
Enseñanza superior
Pensamento Computacional
Educação em Computação
Currículo
Ensino superior
Computational thinking
Computer science teacher education
Curriculum
Higher education
language English
format Article
author Pontual Falcão, Taciana
França, Rozelma Soares de
author_facet Pontual Falcão, Taciana
França, Rozelma Soares de
author_sort Pontual Falcão, Taciana
title Computational Thinking Goes to School: Implications for Teacher Education in Brazil
title_short Computational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in Brazil
title_full Computational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in Brazil
title_fullStr Computational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in Brazil
title_full_unstemmed Computational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in BrazilComputational Thinking Goes to School: Implications for Teacher Education in Brazil
title_sort computational thinking goes to school: implications for teacher education in brazil
description Integrar conceitos de Pensamento Computacional (PC) e Ciência da Computação na educação básica é uma tendência mundial atualmente. Entretanto, a maior parte das pesquisas e dos programas educacionais focam na necessidade dos estudantes, enquanto muito menos trabalhos têm sido feitos na área de formação de professores, para que esses desenvolvam conhecimento pedagógico e conceitual sobre PC. Refletindo um encorajamento à aprendizagem autônoma, alguns recursos de PC para professores em serviço estão disponíveis, como cursos online de formação, ferramentas digitais e planos de aula. O governo brasileiro já determinou que PC deve estar presente nos currículos escolares e na formação inicial de professores de todas as áreas do conhecimento. Porém, poucas mudanças são percebidas nas escolas brasileiras, e o conhecimento sobre PC entre os professores ainda é incipiente, indicando que, para que professores consigam integrar o PC à sua área específica de conhecimento, formação continuada pode não ser suficiente. Enquanto isso, corpos docentes dos cursos de licenciatura não parecem estar reagindo às novas demandas relacionadas ao PC, e enfrentam a barreira esperada que é o seu próprio desconhecimento sobre PC. No contexto brasileiro, cursos de licenciatura em computação poderiam ser a chave para resolver esse desafio, já que corpos docente e discente têm lidado com educação em computação e PC.  Entretanto, licenciandos em computação permanecem isolados e frequentemente ignorados por políticas públicas, enquanto investimentos são feitos em formação continuada para professores da educação básica. Este artigo apresenta uma relação entre a pesquisa em PC no Brasil e a formação de professores, recursos para formação continuada, e a contribuição potencial dos cursos de licenciatura em computação, e, nesse contexto, discute que direções podem ser seguidas para informar políticas públicas e adaptações curriculares em instituições de ensino superior. Mais atenção precisa ser dada ao desenvolvimento do PC na educação superior, incluindo o conhecimento dos corpos docentes sobre PC e a reformulação de currículos. Nessa direção, a nova Rede da Licenciatura em Computação (ReLic) tem um grande potencial para estabelecer um diálogo interdisciplinar que poderia ajudar a atender às demandas da educação contemporânea.Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.
eissn
publisher Sociedade Brasileira de Computação
publisher_facet Sociedade Brasileira de Computação
container_title Revista Brasileira de Informática na Educação
container_title_facet Revista Brasileira de Informática na Educação
publishDate 2021
url https://sol.sbc.org.br/journals/index.php/rbie/article/view/2121
doi https://doi.org/10.5753/rbie.2021.2121
work_keys_str_mv AT pontualfalcaotaciana computationalthinkinggoestoschoolimplicationsforteachereducationinbrazil
AT francarozelmasoaresde computationalthinkinggoestoschoolimplicationsforteachereducationinbrazil
first_indexed 2023-09-11T16:13:46Z
last_indexed 2023-09-11T16:13:46Z
_version_ 1776762710206185472
spelling oai:ojs2.sol.sbc.org.br:article-21212021-10-03T19:39:21Z Computational Thinking Goes to School: Implications for Teacher Education in Brazil Computational Thinking Goes to School: Implications for Teacher Education in Brazil Computational Thinking Goes to School: Implications for Teacher Education in Brazil Pontual Falcão, Taciana França, Rozelma Soares de Pensamiento Computacional Enseñanza de la Informática Currículo Enseñanza superior Pensamento Computacional Educação em Computação Currículo Ensino superior Computational thinking Computer science teacher education Curriculum Higher education Integrar conceitos de Pensamento Computacional (PC) e Ciência da Computação na educação básica é uma tendência mundial atualmente. Entretanto, a maior parte das pesquisas e dos programas educacionais focam na necessidade dos estudantes, enquanto muito menos trabalhos têm sido feitos na área de formação de professores, para que esses desenvolvam conhecimento pedagógico e conceitual sobre PC. Refletindo um encorajamento à aprendizagem autônoma, alguns recursos de PC para professores em serviço estão disponíveis, como cursos online de formação, ferramentas digitais e planos de aula. O governo brasileiro já determinou que PC deve estar presente nos currículos escolares e na formação inicial de professores de todas as áreas do conhecimento. Porém, poucas mudanças são percebidas nas escolas brasileiras, e o conhecimento sobre PC entre os professores ainda é incipiente, indicando que, para que professores consigam integrar o PC à sua área específica de conhecimento, formação continuada pode não ser suficiente. Enquanto isso, corpos docentes dos cursos de licenciatura não parecem estar reagindo às novas demandas relacionadas ao PC, e enfrentam a barreira esperada que é o seu próprio desconhecimento sobre PC. No contexto brasileiro, cursos de licenciatura em computação poderiam ser a chave para resolver esse desafio, já que corpos docente e discente têm lidado com educação em computação e PC.  Entretanto, licenciandos em computação permanecem isolados e frequentemente ignorados por políticas públicas, enquanto investimentos são feitos em formação continuada para professores da educação básica. Este artigo apresenta uma relação entre a pesquisa em PC no Brasil e a formação de professores, recursos para formação continuada, e a contribuição potencial dos cursos de licenciatura em computação, e, nesse contexto, discute que direções podem ser seguidas para informar políticas públicas e adaptações curriculares em instituições de ensino superior. Mais atenção precisa ser dada ao desenvolvimento do PC na educação superior, incluindo o conhecimento dos corpos docentes sobre PC e a reformulação de currículos. Nessa direção, a nova Rede da Licenciatura em Computação (ReLic) tem um grande potencial para estabelecer um diálogo interdisciplinar que poderia ajudar a atender às demandas da educação contemporânea. Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education. Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education. Sociedade Brasileira de Computação 2021-10-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo extendido revisado por pares Peer-reviewed extended article Artigo estendido avaliado pelos pares application/pdf https://sol.sbc.org.br/journals/index.php/rbie/article/view/2121 10.5753/rbie.2021.2121 Revista Brasileña de Informática en la Educación; Vol. 29 (2021); 1158-1177 Revista Brasileira de Informática na Educação; v. 29 (2021); 1158-1177 Brazilian Journal of Computers in Education; Vol. 29 (2021); 1158-1177 2317-6121 1414-5685 eng https://sol.sbc.org.br/journals/index.php/rbie/article/view/2121/1829 Copyright (c) 2021 Taciana Pontual Falcão, Rozelma Soares de França https://creativecommons.org/licenses/by-nc-nd/4.0

Ítems similars