Um estudo sobre a inserção do pensamento computacional desplugado no contexto escolar”

Abstract

This study aimed to apply computational thinking principles with unplugged resources for high school students in a public school in Candiota/RS. Thus, it attempted to: i) evaluate the viability of using this methodology by identifying whether students have formal or non-formal knowledge about this concept and ii) suggest to the teacher the application of a set of classroom activities through unplugged computing techniques. Developing didactic strategies for teaching mathematics can benefit from such a methodology. It is known that there are challenges to be overcome in education, especially in Brazilian public schools, since most of them lack a proper computer lab for good pedagogical practice, limiting the learning process. Unplugged Computational Thinking, a notion that has been developing in the educational environment, can make a substantial contribution to mathematics teaching in this situation. With the help of the Unplugged Computing Approach, students might study programming fundamentals without using a computer. Since the Unplugged Computing Technique reawakened the pupils' interest in learning, the outcomes were deemed satisfactory. Additionally, one of the most crucial elements was the interaction of the students during the exercises, which increased everyone's participation and excitement in the class.