Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-17T13:04:46Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_William Lima_PROFCIAMB.pdf: 10555440 bytes, checksum: c761c8f2c216f4d7bdc3702c307f74f1 (MD5) Prod. Educ._William_Lima_PROFCIAMB.pdf: 15599207 bytes, checksum: e67f86964ff60467a2e2ceff1bc18767 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-17T13:04:58Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_William Lima_PROFCIAMB.pdf: 10555440 bytes, checksum: c761c8f2c216f4d7bdc3702c307f74f1 (MD5) Prod. Educ._William_Lima_PROFCIAMB.pdf: 15599207 bytes, checksum: e67f86964ff60467a2e2ceff1bc18767 (MD5) / Made available in DSpace on 2018-10-17T13:04:58Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_William Lima_PROFCIAMB.pdf: 10555440 bytes, checksum: c761c8f2c216f4d7bdc3702c307f74f1 (MD5) Prod. Educ._William_Lima_PROFCIAMB.pdf: 15599207 bytes, checksum: e67f86964ff60467a2e2ceff1bc18767 (MD5) Previous issue date: 2018-07-09 / This dissertation is based on the assumption that the use of educational Software Scratch can contribute to the teaching of Environmental Sciences, providing the research subjects with a meaningful learning about the environment in which they live. It aims at the construction of dynamic animations on the use of water with the use of Scratch. In order to reach the proposed objectives of the research the environmental perception of the subjects on the use of water in the pulsar of the Juruá River was studied, as well as the educational Software Scratch and its possibilities for the development of computational thinking. The study was carried out in a public school in the interior of the state of Amazonas, with as participants the teacher-researcher and twenty-four students. The foundation of the work was the Systemic Complexity Approach. Faced with the need to describe and explain the social phenomenon in its context, with use of the Case Study as a methodological procedure, allows the use of multiple sources to explore the phenomenon in depth. The students were encouraged to develop dynamic animations with the use of Scratch and were studied to verify if the tool provides a learning of the contents related to Environmental Sciences, specifically the water theme. For analysis, descriptive statistics were performed, after feeding the database, with records of the interviews, questionnaire and data recorded in the field diary. The research shows that Scratch can be an important aid to the curricular work, due to its motivational, challenging and constructive character, and can be inserted as a pedagogical proposal in basic education schools. / Esta dissertação se baseia no pressuposto de que o uso do Software educacional Scratch pode contribuir para o ensino de Ciências Ambientais, proporcionando aos sujeitos da pesquisa uma aprendizagem significativa sobre o ambiente em que vivem. Tem como objetivo a construção de animações dinâmicas sobre o uso da água com o uso do Scratch. Para alcançar os objetivos propostos da pesquisa, foi estudada a percepção ambiental dos sujeitos sobre o uso da água no pulsar do rio Juruá, bem como o Software educacional Scratch e suas possibilidades para o desenvolvimento do pensamento computacional. O estudo foi realizado em uma escola pública do interior do estado do Amazonas, tendo como participantes o professor-pesquisador e vinte e quatro discentes. A base do trabalho foi a Abordagem da Complexidade Sistêmica. Diante da necessidade de descrever e explicar o fenômeno social em seu contexto, com uso do Estudo de Caso como procedimento metodológico, que permite o uso de múltiplas fontes para explorar o fenômeno em profundidade. Os alunos foram incentivados a desenvolver animações dinâmicas com o uso do Scratch e foram estudados para verificar se a ferramenta proporciona um aprendizado dos conteúdos relacionados às Ciências Ambientais, especificamente o tema água. Para análise, foram realizadas estatísticas descritivas, após alimentação da base de dados, com registros das entrevistas, questionário e dados registrados no diário de campo. A pesquisa mostra que o Scratch pode ser uma ajuda importante para o trabalho curricular, devido ao seu caráter motivacional, desafiador e construtivo, podendo ser inserido como uma proposta pedagógica nas escolas de educação básica.

The fundamentals of computer science are increasingly important to consider as critical educational and occupational competencies, as evidenced by the rapid growth of computing capabilities and the proliferation of the Internet in the 21st century, combined with reimagined national education standards. Despite this technological and social transformation, the general education environment has yet to embrace widespread incorporation of computational concepts within traditional curricular content and instruction. Researchers have posited that exercises in computational thinking can result in gains in other academic areas (Baytak & Land, 2011; Olive, 1991), but their studies aimed at identifying any measurable educational benefits of teaching computational concepts to school age children have often lacked both sufficient experimental control and inclusion of psychometrically sound measures of cognitive abilities and academic achievement (Calao, Moreno-León, Correa, & Robles, 2015). The current study attempted to shed new light on the question of whether using a graphically-based computer coding environment and semi-structured curriculum –the Creative Computing Course in the Scratch programming language –can lead to demonstrable and significant changes in problem solving, creative thinking, and knowledge of computer programming concepts. The study introduced 24 youth in a summer educational program in Philadelphia, PA to the Scratch programming environment through structured lessons and open-ended projects for approximately 25 hours over the course of two weeks. A delayed treatment, control trial design was utilized to measure problem solving ability with a modified version of the Woodcock-Johnson Tests of Cognitive Abilities, Fourth Edition (WJ-IV), Concept Formation subtest, and the Kaufman Tests of Educational Achievement, Third Edition (KTEA-3) Math Concepts and Applications subtest. Creative problem solving was measured using a consensual assessment technique (Amabile, 1982). A pre-test and post-test of programming conceptual knowledge was used to understand how participants’ computational thinking skills influenced their learning. In addition, two questionnaires measuring computer use and the Type-T (Thrill) personality characteristic were given to participants to examine the relationship between risk-taking or differences in children’s usage of computing devices and their problem solving ability and creative thinking skills. There were no differences found among experimental and control groups on problem solving or creative thinking, although a substantial number of factors limited and qualified interpretation of the results. There was also no relationship between performance on a pre-test of computational thinking, and a post-test measuring specific computational thinking skills and curricular content. There were, however, significant, moderate to strong correlations among academic achievement as measured by state standardized test scores, the KTEA-3 Math Concepts and Applications subtest, and both the pre and post Creative Problem Solving test developed for the study. Also, higher levels of the Type T, or thrill-seeking, personality characteristic were associated with lower behavioral reinforcement token computer “chips," but there were no significant relationships among computer use and performance on assessments. The results of the current study supported retention of the null hypothesis, but were limited by small sample size, environmental and motivational issues, and problems with the implementation of the curriculum and selected measures. The results should, therefore, not be taken as conclusive evidence to support the notion that computer programming activities have no impact in other areas of cognitive functioning, mathematic conceptual knowledge, or creative thinking. Instead, the results may help future researchers to further refine their techniques to both deliver effective instruction in the Scratch programming environment, and also target assessments to more accurately measure learning. / Educational Psychology