In this report, I examine a part of the teaching of computer programming in a Swedish ”gymnasium”, carried out through the course ”Programmering A”. In this beginner course, students, often in heterogeneous groups, are taught the basics of using a programming language. However, quite a few pupils are facing problems in completing the course. Especially, the construction and use of ”for-loops” (in the programming language C++) seems to be hard to master. The report focus on the making and practising of a student-oriented excercise, which uses both visual and problem-oriented means to teach ”for-looping” in a way that makes learning easier, and also stimulates the students' creativity. Pros and cons with this excercise are discussed in the report, within the theoretical framework of the mathematician Papert and his ”constructionism”, as well as with some Swedish constructionist studies. The report is based on a qualitative study of three small student groups performing the excercise, at a ”gymnasium” in Sweden.

In his 1980 book, Mindstorms, Seymour Papert proposes using microworlds to help children learn mathematics like mathematicians. In a microworld like LOGO that is culturally rich in math, Papert claims that learning math can be as natural as learning French in France. Although the technology at the time was adequate, LOGO faltered due to improper implementation in the classroom. A newfound political interest in inquiry and computer literacy could breathe new life into Papert's vision. In contrast with the routinized approaches to introducing aspects of programming that, arguably, limited the trajectory for the implementation of programming in schools (Papert, 1980), this report explores what can and does happen in the first few minutes using a more open, student directed, approach to programming with high school physics students. A grounded theory approach led to connections with Vygotsky's Zone of Proximal Development. / text

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Orientador: José Armando Valente / Acompanhado de DVD com imagens e vídeos do Projeto Acreditar Jovem e Apêndice II, que traz as agendas completas com imagens coloridas. / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-18T00:54:52Z (GMT). No. of bitstreams: 1 Rezende_FlaviaAmaral_D.pdf: 65011337 bytes, checksum: bbc52c548b899bde7e26c9e5afea6652 (MD5) Previous issue date: 2011 / Resumo: A tese tem como objetivo apresentar a metodologia de conformação de ambientes de aprendizagem construcionistas na abordagem da estética marxista. Este ambiente propicia processos de aprendizagens que têm como perspectiva o desenvolvimento total do ser humano. São processos que integram o aprender a fazer ao ser e conviver para compreender. Na presente investigação a matética de Seymour Papert foi ressignificada e serviu de base para um aprofundamento das características do ambiente construcionista de ensino e aprendizagem apresentadas em 2004, em minha pesquisa de mestrado. Este novo ambiente foi utilizado na formação de jovens da periferia da cidade de Atibaia, São Paulo, para desenvolver as competências chave requeridas do mundo do trabalho atual, tais como usar as ferramentas digitais de interação, agir de maneira autônoma e interagir em grupos heterogêneos. Em ambiente construcionista semi-presencial, os jovens, num estar-juntovirtual e presencial desenvolvem processos de tomada de consciência de Si e da consciência para-Nós. Ou seja, aprendem a ser e a conviver, além de fazer e conhecer, e se empoderam, no sentido de serem capazes de conduzir com consciência suas vidas. Esta pesquisa tornou mais robusta as características de ambientes construcionistas em seus elementos como conceito, mediação pedagógica, dinâmica das atividades e interação e recursos digitais numa abordagem estética e contribui para integrar das quatro dimensões do processo educativo sugeridas pelo Relatório da Comissão Internacional sobre Educação para o Século XXI, da UNESCO em 1996: o aprender a fazer, o aprender a ser e o aprender a conviver e aprender a conhecer / Abstract: The thesis aims to present a methodology to plan, design and implement highly interactive constructionist learning environments in Marxist aesthetics approach. This environment fosters learning processes whose perspective is the total human development through processes that integrate learning by doing, by being and by living, by understanding. In this research, the mathetics of Seymour Papert gained a new meaning and it was the basis for deeper features of constructivist environment of teaching and learning that were apresented in 2004. Now reapresented my doctor research. This environment was used to prepare young teenagers from the periphery Atibaia city, Sao Paulo. The aim of this course was to develop key skills required in today's world, such as using digital tools for interaction, to act autonomously and to interact in heterogeneous groups. During this course, the young learned and worked together (estar-junto-virtual) and developed processes of awareness and consciousness of themselves and the others. That is how to learn be, and to live together, by doing and knowing. In the process, they developed a sense of empowerment in the sense of being able to drive awareness with their own lives. This research has become more robust through features of constructionist environments in its entirety as concept, pedagogical mediation, dynamic activities and interaction, through information and communication technologies in an aesthetic approach. Otherwise, I hope it will help to integrate the four dimensions of the educational process suggested by the Report of International Commission on Education for the 21st century by UNESCO, in 1996, which are: the learning by doing, the learning to be and how to the live together, and learning how to know / Doutorado / Artes Visuais / Doutor em Artes

TITLE: LEGO Mindstorms: Didactic utilization in mathematics with a focus on fractals ABSTRACT: The objective of this thesis is to determine whether the teaching of fractal geometry supported by computer and robotic LEGO Mindstorms NXT has its place in the education of primary and secondary schools pupils in the Czech Republic. The theoretical part focuses on key topics and personalities closely connected to fractal geometry problematics. It provides a brief historical overview of the fractal geometry development, its potential use in teaching mathematics (with reference to Turkish curriculum documents), and a description of LEGO Mindstorms NXT which can well serve as a manual for teachers and pupils. The practical part contains instructions for building a robotic turtle as well as a proposal of teaching block aimed to support pupils' algorithmic and geometric thinking including key competencies. Quantitative comparison of the results taken from Turkish studies and evaluation of the project by the author and pupils are a part of the experiment as well. KEYWORDS: LEGO Mindstorms NXT, fractal, programming, Logo, learning by doing, turtle, Papert, L-system, microworlds

Criar objetos e dar-lhes movimento, orientando como, quando e onde se mover, têm-se revelado atividades de interesse para todas as idades. A robótica é a concretização dessas várias ações. Estimulando a busca por soluções, proporcionando planejar e criar, envolvendo ações coordenadas, em grupo ou isoladamente, dividindo tarefas e repartindo o tempo, os sujeitos se envolvem de maneira tal que desperta a atenção dos observadores, sejam pais, professores ou estudiosos. Esta tese se desenvolveu passando por estes três pontos de observação, os quais nos levaram a buscar nas crianças, primeiramente, a construção que realizavam do conceito de robótica, passando pela busca da maneira que explicam, em robótica, o que aprendem, até chegarmos a uma gradação dessas atividades no estágio operatório formal. Desses três experimentos atingimos um patamar que nos proporcionou, através de um paralelismo com os estudos de Piaget sobre a tomada de consciência, elaborar uma proposta de formulação de dimensionamento dos mecanismos centrais da ação do sujeito e das propriedades intrínsecas centrais do objeto durante essa tomada de consciência, nas atividades de robótica. / Creating objects and making it move, choosing specifically how, where and when to move, have been revealing to be activities of interest to people of all ages. Robotics is the concretization of all this actions. Encouraging the search for solutions, opening possibilities for plans and creations, involving coordinated actions, in groups or lonely, dividing tasks and time, the individuals involve themselves in such a way that it calls the observers attention, not mattering if they are parents, professors or studious. This thesis has developed through these three observation points, which lead us to search in children firstly for their construction of the concept of robotics, then for their way of explaining, in robotics, what they learn, until we get to a grading of these activities in the formal operating stage. From these three experiments we have reached a level that has allowed us to elaborate a proposal of formulation of dimensioning of the central mechanisms of individual action and of the intrinsic central properties of the object during this taken of awareness, in the robotics activities, through a parallelism with the Piagetian studies about the taken of awareness.

Criar objetos e dar-lhes movimento, orientando como, quando e onde se mover, têm-se revelado atividades de interesse para todas as idades. A robótica é a concretização dessas várias ações. Estimulando a busca por soluções, proporcionando planejar e criar, envolvendo ações coordenadas, em grupo ou isoladamente, dividindo tarefas e repartindo o tempo, os sujeitos se envolvem de maneira tal que desperta a atenção dos observadores, sejam pais, professores ou estudiosos. Esta tese se desenvolveu passando por estes três pontos de observação, os quais nos levaram a buscar nas crianças, primeiramente, a construção que realizavam do conceito de robótica, passando pela busca da maneira que explicam, em robótica, o que aprendem, até chegarmos a uma gradação dessas atividades no estágio operatório formal. Desses três experimentos atingimos um patamar que nos proporcionou, através de um paralelismo com os estudos de Piaget sobre a tomada de consciência, elaborar uma proposta de formulação de dimensionamento dos mecanismos centrais da ação do sujeito e das propriedades intrínsecas centrais do objeto durante essa tomada de consciência, nas atividades de robótica. / Creating objects and making it move, choosing specifically how, where and when to move, have been revealing to be activities of interest to people of all ages. Robotics is the concretization of all this actions. Encouraging the search for solutions, opening possibilities for plans and creations, involving coordinated actions, in groups or lonely, dividing tasks and time, the individuals involve themselves in such a way that it calls the observers attention, not mattering if they are parents, professors or studious. This thesis has developed through these three observation points, which lead us to search in children firstly for their construction of the concept of robotics, then for their way of explaining, in robotics, what they learn, until we get to a grading of these activities in the formal operating stage. From these three experiments we have reached a level that has allowed us to elaborate a proposal of formulation of dimensioning of the central mechanisms of individual action and of the intrinsic central properties of the object during this taken of awareness, in the robotics activities, through a parallelism with the Piagetian studies about the taken of awareness.