Proposta de trabalho sobre pensamento computacional com alunos do ensino médio: um estudo com a plataforma Scratch

Abstract

This research addresses our concern with the development of Computational Thinking by high school students as they solve situations using the Scratch platform. The actions were guided by the research question: What indications do high school students demonstrate about understanding the development of Computational Thinking? This research is characterized by the assumptions of the Case Study, and the objective was to investigate whether second-year high school students have developed Computational Thinking through the use of Scratch during Mathematics classes. To achieve this goal, a bibliographic survey was conducted based on dissertations and theses published since 2018, using the keywords "Computational Thinking," "Scratch," "High School," and "Mathematics" in the CAPES Catalog and the BDTD. The search resulted in a total of 38 works on the subject, and, among the adopted inclusion and exclusion criteria, six works were selected to be analyzed regarding the presence of three conceptual links of Computational Thinking: Problem Solving, Algebraic Thinking, and Algorithmic Thinking. It was observed that most of the analyzed works emphasize Algorithmic Thinking and aspects of Problem Solving, while few proposals involve Algebraic Thinking to solve the presented situations. Given these results, this research found the need to develop didactic situations that help the teacher provide an environment where students can use Scratch to develop the conceptual links of Computational Thinking, especially Algebraic Thinking. From the empirical research that used Scratch to explore the conceptual links of Computational Thinking, it was possible to infer that second-year high school students possess aspects of Computational Thinking, given that they do not have all three conceptual links that comprise this concept developed.