Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-03-04T12:20:36Z No. of bitstreams: 2 Dissertação - Mara Cristina de Morais Garcia - 2015.pdf: 2063154 bytes, checksum: b592239ffc4e9d8a4b123d519e664315 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-04T12:49:43Z (GMT) No. of bitstreams: 2 Dissertação - Mara Cristina de Morais Garcia - 2015.pdf: 2063154 bytes, checksum: b592239ffc4e9d8a4b123d519e664315 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-04T12:49:43Z (GMT). No. of bitstreams: 2 Dissertação - Mara Cristina de Morais Garcia - 2015.pdf: 2063154 bytes, checksum: b592239ffc4e9d8a4b123d519e664315 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-10-01 / The educational robotics is a pedagogical action that uses the learning of scientific concepts by the students through interaction with a robot collaboratively. The objective is to design and develop robots reusing materials to discuss biology concepts in a playful learning environment at how the educational robotics facilitates student learning the average level of education. This is a qualitative research of a case study. Participants are teenagers sixteen years on average, volunteers who participated in weekly meetings against the turn. The construction of the robot that represents the human nervous system was proposed by the students. Their participation has gone beyond the concept of the discussion and it was possible from the construction of the prototype. We note that collaboration is a major feature present in the activity. However it is important to clarify that the cooperation of the collaboration assumptions also attended the activity. From designing the robot until its completion, we see the awakening of student interest, along with a natural increase of motivation of both the group and the teacher involved. / A robótica educacional é uma ação pedagógica que utiliza a aprendizagem de conceitos científicos por parte dos alunos através da interação com um robô de maneira colaborativa. Objetiva-se elaborar e desenvolver robôs reaproveitando materiais para debater conceitos de biologia em um ambiente lúdico de aprendizagem verificando como a robótica educacional facilita o aprendizado dos alunos do nível médio de ensino. Esta é uma pesquisa qualitativa do tipo estudo de caso. Os participantes são adolescentes de dezesseis anos em média, voluntários, que participaram de encontros semanais no contra turno. A construção do robô que represente o sistema nervoso humano foi proposta pelos alunos. A participação deles foi além da discussão do conceito e isso foi possível a partir da construção do protótipo. Notamos que a colaboração é uma das principais características presentes na atividade. No entanto é importante deixar claro que a cooperação, um dos pressupostos da colaboração também esteve presente na atividade. Desde a concepção do robô até sua finalização, observamos o despertar do interesse dos alunos, juntamente com um aumento natural da motivação, tanto do grupo quanto do docente envolvido.

Robotics is an interdisciplinary subject and combines mechanical, computer and electrical engineering components together to solve different kinds of problems. In order to build robotic systems, these disciplines should be integrated. Therefore, mobile robots can be used as a tool in education for teaching engineering concepts. They can be employed to be used in undergraduate, graduate and doctorate research. Hands on experience on a mobile robot increase motivation of the students on the topic and give them precious practical knowledge. It also delivers students new skills like teamwork, problem solving, creativity, by executing robotic exercises. To be able to fulfill these outcomes, universities and research centers need mobile robot platforms that are modular, easy to build, cheap and flexible. However it should be also powerful and capable of being used in different research studies and hence be customizable depending on the requirements of these topics. This thesis aims at building an indoor mobile robot that can be used as a platform for developing algorithms involving various sensors incorporated onto a mobile platform. More precisely, it can be used as a base for indoor navigation and localization algorithms, as well as it can be used as platform for developing algorithms for larger autonomous mobile robots. The thesis work involves the design and manufacturing of a mobile robot platform that can potentially facilitate mobile robotics research that involves use of various hardware to develop and test different perception and navigation algorithms.

Orientadora: Profa. Dra. Mirian Pacheco Silva Albrecht / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2015. / A utilização de recursos tecnológicos no espaço escolar tem possibilitado ao professor uma modificação de seu saber docente desencadeando novas metodologias e estratégias de ensino. Na sala de aula, o trabalho oferecido aos alunos com recursos tecnológicos possibilita o desenvolvimento de ações que favorecem a ampliação do conhecimento. A atuação docente torna-se fator fundamental para a construção do conhecimento científico do aluno, por meio de intervenções pedagógicas. Então questionamos: Como ocorrem as intervenções pedagógicas do professor, durante o desenvolvimento de atividades nas aulas de Robótica Educacional? O objetivo proposto nesta pesquisa foi analisar o planejamento e as aulas de Robótica Educacional com o uso do material LEGO e sucata, para os alunos do 5º ano do "Ensino Fundamental I", visando a identificação de elementos que possam contribuir com a prática docente e o uso de recursos tecnológicos no ensino de Ciências. Para compor os dados desta pesquisa qualitativa foram utilizadas entrevistas, observação de aulas, análise de documentos oficiais e captação de imagens. Os principais resultados apontaram para a prática docente, durante as aulas de Robótica Educacional, por meio de intervenções pedagógicas que possibilitaram: o conhecimento dos saberes que os alunos já possuíam; da vivência de situações de aprendizagem, voltadas ao trabalho em grupo, nas quais foram evidenciadas atitudes de cooperação e socialização; da ampliação dos saberes dos alunos através de situações que visavam o levantamento de hipóteses e a busca por soluções perante as diversas situações problemas apresentadas. / The use of technological resources in the scholar place has enabled the teacher a changing of the instructor knowledge triggering new teaching methodologies and strategies. The work offered in the classroom to the students with technological resources enable them to the development of actions that facilitate the knowledge growth. The instructor performance become the fundamental factor for the student scientific knowledge construction through pedagogical interventions. Then ask: How has occurred the teacher pedagogical interventions during the development of educational robotics classes activities? The goal in this research was the planning analysis of the educational robotics classes using Lego and waste material to students of the 5 th grade of elementary school aiming the elements identification that can contribute with the instructor practice and the using of technological resources in science teaching. To compose the data from this qualitative research were used interviews, classes¿ observations, official documents analysis and capturing images. The main results pointed to the teaching practice during the educational robotics classes through pedagogical interventions enabled: knowledge of what the students already have known, the experience of learning situations, geared to teamwork in which attitudes of cooperation and socialization were found; the expansion of students¿ knowledge through situations aimed at raising hypotheses and the search for solutions for the several problems situations presented.

Made available in DSpace on 2014-12-17T14:36:26Z (GMT). No. of bitstreams: 1 AkynaraARSS_DISSERT.pdf: 4554559 bytes, checksum: 7db2ddf09c3234b505d4c8647a24b76c (MD5) Previous issue date: 2010-08-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper presents a reflection on the use of robotics in education technology and the fostering of social and digital inclusion, unveiling a new field that has been outlined today. Robotics constitutes a tool still little known and not regulated at national level in education, there is little experience involving the tool in the Northeast. This research aims to reveal one of the first experiments with educational level robotics in Rio Grande do Norte. We present a field research conducted in a public school chancellor for a major institute of science and technology education of the state from seeking review of the robotics course, understand how they work and show their use in school and shows that contributions were generated for digital inclusion category students, based on speeches by teachers, engineers, management and students. As part of gathering information, we used the focus group technique, applied in two stages, one with groups of students, teachers and other school administration, as well as comments directed to the times when the robotics course was being finalized. As a result, we found that the school, through the robotics course is a provider of social and digital inclusion, since it awakens in the sample of students in this research knowledge enabler of social change. And that despite the student category do not understand the depth of meaning of inclusion, the same report in daily actions that integrate technology into their social context in harmony, enjoying its cultural citizenship in full / Este trabalho apresenta uma reflex?o acerca do uso da rob?tica no ?mbito da educa??o como tecnologia fomentadora de inclus?o s?cio-digital, desvendando um novo campo que se delineia na atualidade. A rob?tica constitui-se em uma ferramenta ainda pouco difundida e n?o regulamentada a n?vel nacional no ?mbito da educa??o. Escassas s?o as experi?ncias envolvendo a ferramenta na regi?o Nordeste. A presente pesquisa visa revelar um dos primeiros experimentos a n?vel educacional com a rob?tica no Rio Grande do Norte. Para tanto, apresentamos uma pesquisa de campo, realizada em uma escola p?blica chancelada por um notado instituto internacional de educa??o cient?fica e tecnol?gica localizado no Estado do RN, buscando a partir de an?lise do curso de rob?tica, entender o seu funcionamento e mostrar sua utiliza??o na escola, bem como revelar que contribui??es foram geradas para inclus?o digital da categoria discente, com base nos discursos de professores, coordenadores, gest?o e alunos. Como elemento de coleta de informa??es, fizemos uso da t?cnica de grupo focal, aplicada em dois momentos: primeiro com grupos de alunos, depois com professores e administra??o escolar, al?m de observa??es direcionadas aos momentos em que o curso de rob?tica estava sendo efetivado. Como resultado, constatamos que a escola, por meio do curso de rob?tica ? provedora de inclus?o s?cio-digital, uma vez que desperta na amostra de alunos desta pesquisa conhecimento propiciador de mudan?a social. E que apesar da categoria discente n?o compreender a dimens?o do significado da palavra inclus?o, os mesmos relatam a??es cotidianas em que integram a tecnologia ao seu contexto social de forma harm?nica, desfrutando da sua cidadania cultural de forma plena

Made available in DSpace on 2014-12-17T14:55:08Z (GMT). No. of bitstreams: 1 RafaelVA_DISSERT.pdf: 2442741 bytes, checksum: 62c146063870bfdf2de2466bb844dedf (MD5) Previous issue date: 2012-12-17 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Robots are present each time more on several areas of our society, however they are still considered expensive equipments that are restricted to few people. This work con- sists on the development of control techniques and architectures that make possible the construction and programming of low cost robots with low programming and building complexity. One key aspect of the proposed architecture is the use of audio interfaces to control actuators and read sensors, thus allowing the usage of any device that can produce sounds as a control unit of a robot. The work also includes the development of web ba- sed programming environments that allow the usage of computers or mobile phones as control units of the robot, which can be remotely programmed and controlled. The work also includes possible applications of such low cost robotic platform, including mainly its educational usage, which was experimentally validated by teachers and students of seve- ral graduation courses. We also present an analysis of data obtained from interviews done with the students before and after the use of our platform, which confirms its acceptance as a teaching support tool / Os rob?s est?o cada vez mais presentes nas mais diversas atividades da sociedade, por?m ainda s?o considerados equipamentos caros e restritos para poucas pessoas. Neste trabalho, propomos uma arquitetura de controle e um conjunto de t?cnicas que possibi- litam a constru??o de rob?s de baix?ssimo custo, al?m de diminuir a complexidade na sua montagem e programa??o. Um aspecto chave da arquitetura proposta ? o uso de interfaces de ?udio para controlar atuadores e ler sensores, permitindo assim o uso de qualquer dispositivo que produza sons como unidade de controle de um rob?. Tamb?m desenvolvemos ferramentas de programa??o baseadas em ambientes web que permitem o uso de computadores ou telefones celulares como unidades de controle de um rob?, que pode ser programado e controlado remotamente. O trabalho tamb?m contempla poss?veis aplica??es de tal plataforma rob?tica de baix?ssimo custo, incluindo principalmente o seu uso educacional, que foi validado experimentalmente, por professores e alunos de v?rias disciplinas de gradua??o. Apresentamos uma an?lise de dados de entrevistas realizadas com os alunos, antes e ap?s o uso da plataforma, que confirmam a sua aceita??o como ferramenta de apoio ao ensino

Made available in DSpace on 2014-12-17T14:55:11Z (GMT). No. of bitstreams: 1 VivianeGC.pdf: 1321283 bytes, checksum: 32819011cedbdb8da89313bd597b9874 (MD5) Previous issue date: 2008-08-04 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Because of social exclusion in Brazil and having as focus the digital inclusion, was started in Federal University of Rio Grande do Norte a project that could talk, at the same time, about concepts of collaborative learning and educational robotics , focused on children digitally excluded. In this context was created a methodology that approaches many subjects as technological elements (e. g. informatics and robotics) and school subjects (e. g. Portuguese, Mathematics, Geography, History), contextualized in everyday situations. We observed educational concepts of collaborative learning and the development of capacities from those students, as group work, logical knowledge and learning ability. This paper proposes an educational software for robotics teaching called RoboEduc, created to be used by children digitally excluded from primary school. Its introduction prioritizes a friendly interface, that makes the concepts of robotics and programming easy and fun to be taught. With this new tool, users without informatics or robotics previous knowledge are able to control a robot, previously set with Lego kits, or even program it to carry some activities out. This paper provides the implementation of the second version of the software. This version presents the control of the robot already used. After were implemented the different levels of programming linked to the many learning levels of the users and their different interfaces and functions. Nowadays, has been implemented the third version, with the improvement of each one of the mentioned stages. In order to validate, prove and test the efficience of the developed methodology to the RoboEduc, were made experiments, through practice of robotics, with children for fourth and fifth grades of primary school at the City School Professor Ascendino de Almeida, in the suburb of Natal (west zone), Rio Grande do Norte. As a preliminary result of the current technology, we verified that the use of robots associated with a well elaborated software can be spread to users that know very little about the subject, without the necessity of previous advanced technology knowledges. Therefore, they showed to be accessible and efficient tools in the process of digital inclusion / Devido ao problema da exclus?o social no Brasil e tendo como foco a inclus?o digital, iniciou-se, na Universidade Federal do Rio Grande do Norte, um projeto que pudesse tratar ao mesmo tempo de conceitos de aprendizagem colaborativa e de rob?tica educacional, voltado a crian?as digitalmente exclu?das. Dentro deste contexto, foi criada uma metodologia onde s?o abordados assuntos que v?o desde elementos tecnol?gicos, como inform?tica e rob?tica, at? as disciplinas curriculares como portugu?s, matem?tica, geografia e hist?ria, colocadas em situa??es do dia a dia. S?o tamb?m observados os conceitos pedag?gicos de aprendizagem colaborativa e o desenvolvimento das capacidades desses alunos como trabalho em grupo, conhecimento l?gico e capacidade de aprendizado. Esta disserta??o prop?e um software educacional para ensino da rob?tica denominado RoboEduc, criado para ser utilizado por crian?as digitalmente exclu?das do ensino fundamental. Sua implementa??o prioriza uma interface amig?vel, podendo ser ensinados conceitos de rob?tica e programa??o, de uma maneira inovadora, f?cil e divertida. Com essa nova ferramenta, usu?rios sem conhecimento pr?vio algum de inform?tica ou rob?tica s?o capazes de controlar um rob?, previamente montado com os kits Lego, ou at? program?-lo para realizar determinadas tarefas. A presente disserta??o prov? a implementa??o da vers?o 2 do software. Essa vers?o apresenta o controle do rob? j? utilizado. Posteriormente foram implementadaos os diferentes n?veis de programa??o ligados aos diversos graus de aprendizagem dos usu?rios e suas diferentes interfaces e funcionalidades. Atualmente, encontra-se em fase de implementa??o a vers?o 3, com o aprimoramento de cada uma das etapas citadas anteriormente. Para validar, comprovar e testar a efic?cia da metodologia desenvolvida para o RoboEduc, foram realizados experimentos, atrav?s de oficinas de rob?tica, com crian?as dos quarto e quinto ano do ensino fundamental da Escola Municipal Ascendino de Almeida, localizada na periferia de Natal (Zona Oeste), Rio Grande do Norte. Como resultado preliminar da presente tecnologia, verificamos que o uso de rob?s em conjunto com um software bem elaborado pode ser estendido a usu?rios leigos, sem a necessidade de conhecimentos pr?vios avan?ados de tecnologia. Assim, mostraram ser ferramentas acess?veis e eficientes no processo de inclus?o digital

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-17T11:52:51Z No. of bitstreams: 2 Dissertação - Ricardo Silvério Gomes Pinheiro - 2018.pdf: 2733158 bytes, checksum: 56ddbb48ab220198aaf64be180e112ad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-17T13:51:06Z (GMT) No. of bitstreams: 2 Dissertação - Ricardo Silvério Gomes Pinheiro - 2018.pdf: 2733158 bytes, checksum: 56ddbb48ab220198aaf64be180e112ad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-17T13:51:06Z (GMT). No. of bitstreams: 2 Dissertação - Ricardo Silvério Gomes Pinheiro - 2018.pdf: 2733158 bytes, checksum: 56ddbb48ab220198aaf64be180e112ad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-05-28 / This work is a case study research, whose main objective was to identify if there is teaching and learning of concepts of electrochemical corrosion in the Civil Engineering course of collaborative way through educational robotics. The proposal presented here was developed with students of the Civil Engineering course of the Faculty of Iporá-GO, who were responsible for discussing, planning and making a robot using chemistry knowlegde, electronic, mechanical and software for application in the Civil Engineering, as the identification of electrochemical corrosion in reinforced concrete structures. After analysis the speaks of students and teacher and gestural expressions of the group, we identify that there was teaching and learning, of forms collaborative and cooperative. We discuss concepts of collaboration and cooperation based on Genetic Epistemology and other authors that approach structuralist constructivism. In the course of the work we suggest terms such as doubts, suggestions, collaborative pyramid, collaborative pine, syntactic categories, semantic categories and others that allowed us to identify how teaching and learning occurred during and after the process preparation and confection of the robot. / Este trabalho é uma pesquisa de estudo de caso cujo objetivo principal foi identificar se há ensino e aprendizagem de conceitos de corrosão eletroquímica no curso de Engenharia Civil de forma colaborativa através da robótica educacional. A proposta aqui apresentada foi desenvolvida com alunos do curso de Engenharia Civil da Faculdade de Iporá-GO, que foram responsáveis por discutir, planejar e construir um robô utilizando os conhecimentos de química, eletrônica, mecânica e software para aplicação na Engenharia Civil, como a identificação de corrosão eletroquímica em estruturas de concreto armado. Após análise das falas de alunos e professor e expressões gestuais do grupo, identificamos que houve ensino e aprendizagem de formas colaborativa e cooperativa. Discutimos conceitos de colaboração e cooperação baseados na Epistemologia Genética e outros autores que abordam o construtivismo estruturalista. No decorrer do trabalho, sugerimos termos como dúvidas, sugestões, pirâmide colaborativa, pinheiro colaborativo, categorias sintáticas, categorias semânticas e outros que nos permitiram identificar como o ensino e a aprendizagemocorreram durante e após os processos de planejamento e confecção do robô.

Um ensino de física contextualizado é fortemente identificado no discurso de professores, educadores e pesquisadores da área, reforçado também pelos próprios documentos oficiais do Ministério da Educação do Brasil. Entretanto, a própria noção de contextualização apresenta diferentes vertentes, algumas das quais têm uma visão simplista e acrítica sobre a contextualização no processo de ensino e aprendizagem. Defendemos, contudo, uma contextualização que passe pela problematização e modelização dos saberes disciplinares, partindo de objetos (abstratos ou concretos) de uma dada realidade ou de uma prática social de referência, permitindo ao indivíduo revisitar e perceber o mundo ao seu redor de modo diferenciado, com novas perspectivas e possibilidades de ação. Tal abordagem tende a exigir múltiplas estratégias metodológicas e recursos didático-pedagógicos, dentre os quais destacamos a Robótica Educacional (RE), a qual encontra no ensino de ciências um campo novo de aplicações ainda por ser explorado, seja no cenário nacional seja no internacional. Nossa hipótese é a de que materiais dessa natureza potencializam o desenvolvimento de atividades com problematizações que permeiam uma vasta gama de práticas sociais, possibilitando que a realidade seja percebida e se transforme em objeto de reflexão. Ressaltamos que a RE não se justifica por si só, contar com novos e emergentes recursos oferecidos pelas novas tecnologias não necessariamente implica enriquecimento das aulas, é preciso pensá-las vinculadas às necessidades de formação. Especialmente no ensino de física, é necessário atentar-se ao saber-fazer, práxis, sem se esquecer do discurso lógico que o permeia e auxilia na compreensão desse saber-fazer, o logos. Com foco na Robótica Educacional para fomentar a contextualização, analisamos quatro atividades que fazem uso de kits da Lego no ensino de física. Dessas quatro atividades, duas foram aplicadas para estudantes do primeiro ano do ensino médio em uma escola pública do estado da Bahia, Brasil. Fundamentamos nossa investigação com base na Teoria Antropológica do Didático (TAD), a qual permite modelar o conhecimento por meio de uma Organização Praxeológica (OP) e analisar processos de estudo através dos Momentos Didáticos. Constatamos, dentre outras coisas, que a análise praxeológica gera indicadores que auxiliam numa possível reestruturação e desenvolvimento de sequências didáticas para fomentar o processo de contextualização no ensino de física, tais como os níveis de ressonância, podendo ser interno, um diálogo entre o bloco prático-técnico com o tecnológico-teórico da OP didática, e externo, denominado de Verossimilhança Praxeológica (VP), um diálogo entre a OP didática e a OP de referência. Isso foi feito em termos de tarefas, técnicas, tecnologias e teorias, bem como através da investigação da relação do indivíduo (X) com os objetos (O) contidos em diferentes práticas mas centradas em um mesmo bloco tecnológico-teórico. Assim, esperamos contribuir com soluções e reflexões sobre o desenvolvimento e estruturação de atividades didáticas para melhor contextualizar uma dada realidade na perspectiva que adotamos, além de compreender os limites e possibilidades da robótica nesse cenário educacional. / A physics teaching contextualized is strongly identified in the discourse of teachers, educators and researchers in the area, reinforced also by own official documents of the Ministry of Education of Brazil. However, the very notion of contextualization presents different aspects, some of which have a simplistic and uncritical about the background on the teaching and learning process. We advocate, however, a contextualization that pass by questioning and modeling of disciplinary knowledges, starting from objects (abstract or concrete) of a given reality or a social practice of reference, allowing the individual \"revisit\" and perceive the world around them in different ways, with new perspectives and opportunities for action. Such an approach tends to require multiple methodological strategies and didactic resources educational, among which we highlight the Education Robotics (ER), which is in the teaching of science a new field of applications still to be explored, is the scenario national or international. Our hypothesis is that materials of this nature potentiate the development of activities with problematization that permeate a wide range of social practices, enabling the reality is perceived and become object of reflection. We emphasize that the ER does not in itself justify, rely on new and emerging resources offered by new technologies does not necessarily imply in enrichment classes, it is necessary to conceive them linked to the training needs. Especially in the teaching of physics, you need to pay attention to know-how, praxis, not forgetting the logical discourse that permeates and assists in the understanding of this know-how, the logos. With a focus on Education Robotics to promote the contextualization, we analyzed four activities that make use of kits from Lego in physics teaching. Two activities were applied to students of the first year of high school in a public school in the state of Bahia, Brazil. We have considered the research on the basis of Anthropological Theory of Didactic (ATD), which allows you to model the knowledge through a Praxeological Organization (PO) and analyze processes of study through the Didactics Moments. We found, among other things, that the praxeological analysis generates indicators that assist in a possible restructuring and development of didactic sequences to promote the process of contextualization in physics teaching, such as the levels of resonance, which can be internal, a dialog between the block practical-technical with the technologytheoretical of the didactics PO, and external, called Verisimilar Praxeology (VP), a dialog between the didactics and reference PO. This was done in terms of tasks, techniques, technologies and theory, investigating also the relation of the individual (X) with objects (O) contained in different practices, but focusing on a same block technological-theoretical. Thus, we hope to be able to contribute with solutions and reflections on the development and structuring of didactic activities to better contextualize a given reality in the perspective that we have adopted, as well as understand the limits and possibilities of robotics in this educational scenario.

The fourth industrial revolution brought a change in the scope of skills sets required for today's job market. To be part of today's digital society there is a widely recognized need for developing digital competence which requires new and relevant knowledge, skills and attitudes. The labor market demands a high level of technical professionals who have skillsneeded for the jobs of the digital age. However, many scholars discussed that the problem with shortage of professionals lies deeper in educational structure. The European Commission issued the European Digital Competence Framework where they proposed empowering digital competences among students in schools. Since Croatia did not explicitly introduce empowering digital competence into their curriculum from the year 2018/2019, there was an association that offers workshops to K12 students in order to empower digital competence in primary schools and it is offered as extracurricular activities.      Master thesis aims to investigate the potential of makerspace and digital educational tools for empowering digital competence among students in Croatian primary schools, and whether they fit requirements that are suggested in the European Digital Competence Framework.     Based on a focused ethnographic approach, participants of Croatian Makers workshop were interviewed and observed. Empirical data was analyzed according to Thematic analyses and four themes were emerged and discussed together with suggestions of literature review.     Results of this master’s thesis showed that digital educational tools and maker approach have potential in empowering digital competences through following skills: learning by using maker tools, curiosity and maker mind, problem solving skills, collaboration and communication. However, based on empirical findings, the environment of a maker workshop can be far from reality or practice. Furthermore, digital skills empowered through maker workshops fits the requirements proposed in European Digital Competence Framework except one which fits partially and it is related to protection of personal data and privacy.     Suggestion for future work is to investigate how a maker workshop could empower digital competence but at the same time be the environment as similar as possible to external and market conditions. Second topic is related to protection of personal data and privacy, since it is a very important competence that deals with the digital age. Suggestion is to investigate how maker workshops empower digital competence and at the same time include this important factor as well.

Notre thèse de doctorat s'intéresse à l'enseignement et l'apprentissage de savoirs informatiques chez des débutants en France. Elle vise à comprendre comment des débutants mettent en oeuvre et construisent des savoirs informatiques. Nous avons utilisé une méthodologie qualitative de type ethnographique mobilisant des observations, des questionnaires, des entretiens semi-directifs et des analyses de textes officiels et de manuels. Nous avons aussi précédé par une approche comparative des pratiques des lycéens et des étudiants d'une part, et des enseignants, d'autre part. Les résultats montrent des pratiques contrastées, entretenues par des tensions dans le prescrit. Au lycée, en dehors de la spécialité ISN, où l'informatique est rattachée aux mathématiques, les pratiques semblent influencées par quatre facteurs : la motivation (liée aux représentations), la formation continue des enseignants, la jeunesse dans le métier et l'approche pédagogique utilisée. La pratique est focalisée sur l'approche logique de l'algorithmique avec un travail au papier-crayon : la programmation est limitée, et lorsqu'elle a lieu, c'est plus avec une calculatrice mais aussi rarement avec le langage Algobox. Chez les élèves, l'algorithmique est vue comme un nouveau domaine supplémentaire introduit en mathématiques mais différent des mathématiques et de l'informatique. Les très bons élèves en algorithmique sont en général bons en mathématiques. L'ISN accueille des élèves de tous les profils, mais avec des motivations différentes, allant de la découverte de l'informatique dans un contexte formel au refuge des autres spécialités : leurs pratiques sont contrastées. C'est avec l'ISN qu'ils découvrent l'informatique au travers des formes d'enseignement variées et des problèmes de plus en plus complexes. Les pratiques des enseignants restent influencées par leur formation d'origine, avec un manque de recul chez les non-spécialistes d'informatique. À l'Université, les pratiques des étudiants en programmation sont avancées par rapport à celles des lycéens, une avance liée à la complémentarité des modules qui sont dispensés par des spécialistes. Les programmes informatiques ainsi réalisés sont souvent sophistiqués et incorporent des éléments issus de différentes sources externes. Les notions mathématiques investies par les étudiants sont souvent modestes. Si les lycéens et les étudiants sont tous débutants en informatique, les différences de pratiques entre eux semblent liées aux compétences spécifiques des enseignants. Au-delà de la formation des enseignants, la motivation occupe une place fondamentale pour adhérer à cet enseignement/apprentissage et soutenir des pratiques enseignantes comme chez les apprenants. / Our dissertation focuses on the teaching and learning of computer knowledge to beginners in France. It aims to understand how beginners implement and build computer knowledge. We used a qualitative methodology mobilizing ethnographic observations, questionnaire, semi-structured interviews and the analysis of official instructions and textbooks. We also conducted a comparative study of the practice of both school and university students, on the one hand, and teachers, on the other hand. Results show contrasting situations between secondary schools and university. In high school, algorithmic curricula exist within mathematic education. In this case, practice is influenced by four factors: motivation (related to representation), professional development for teachers, youth in business and pedagogical approach. The practice mainly focuses on a logical approach to algorithmic using work paper and pencil: programming is limited, and when it occurs, it is often with a calculator but rarely with the Algobox language. Among students, algorithms are perceived as a new domain in the mathematics programs, but different from both mathematics and informatics. Very good students in computing are generally good at math. Another elective course, specifically about informatics, has also been recently implemented for grade 12 students. It welcomes students of all profiles, but with different motivations, from the discovery of computers in a formal context to a shelter against other elective courses: their practices are manyfold. Within ISN, they discover computers through various forms of education and problems of increasing complexity. Teacher practice is influenced by their original education, with a lack of experience for non specialists teachers. At the University level, students show more advanced practice. They produce computer programs are often sophisticated and incorporate elements from various external sources. The mathematics knowledge invested by students is often modest. If students in lycée and university are all computer beginners, the differences in practice between them seem linked to the specific skills of teachers. In addition to teacher's training, motivation is fundamental to adhere to this teaching/learning and support practice, both for teachers and students.