Unplugged Computing: A Resource for Stimulating Skills Related to Computational Thinking in the Early Years of Elementary School
DOI:
https://doi.org/10.5753/rbie.2024.3624Keywords:
Computational Thinking, Unplugged Computing, Elementary SchoolAbstract
This study brings the results of a research carried out with elementary school students that aimed to evaluate the impact that unplugged computing activities have on the construction of computational thinking. The students were evaluated with pre and post-tests and the results point to a 45% increase in skills related to computational thinking after interventions carried out exclusively with unplugged activities. Additionally, it presents material created exclusively for elementary school I with a playful and concrete proposal to work on computational concepts and computational thinking without the need for electronic equipment. The pertinence of the activities for the age group, allowed the exploration of concrete materials associated with motor games, which contributed to the engagement of the participants in the proposal and pointed to the need to invest in similar actions, which promote skills related to the computational thinking as early as possible. In addition to the positive results obtained from the experiment, the need to establish continuity in practices is evident with the most recent insertion of computing in addition to the National Common Curricular Base and with the enactment of the National Policy on Digital Education.
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Copyright (c) 2024 Elaine Cristina Grebogy, Marcos Alexandre Castilho, Icleia Santos
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