Estarei na CISTI’2022 – 17ª Conferência Ibérica de Sistemas e Tecnologias de Informação, que decorrerá entre 22 e 25 de junho na Universidad Politécnica de Madrid (UPM).
Este ano, levo um artigo intitulado “Tangible programed robot and its use in education” em coautoria com David Oliveira. Neste artigo abordamos o que é a programação tangível, as suas potencialidades nos primeiros anos de escolaridade e a perceção de professores que utilizaram estes recursos em sala de aula (no 1.º e 2.º CEB).
Já se encontra publicado o capítulo “A Contribution to Changing Policies in Four European Countries” (do qual sou coautor) no livro Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies.
Programming is fundamental to the development of computational thinking, one of the essential skills for the 21st century. Tangible programming can be a powerful ally of this process from an early age, especially if it supports STEM tasks areas and inclusion. These are the pillars of the TangIn project, under which four qualitative case studies were developed with the aim of to evaluate the lesson plans designed within the scope of the project and the potential of its implementation for the development of the mentioned dimensions. The statistical and content analysis which the questionnaires applied to 43 teachers from Portugal, Spain, Bulgaria, and Latvia were submitted to conclude that students were always very committed and motivated during activities and developed specific and transversal skills related to STEM, including the ability to program and value colleagues, what contributed to its inclusion, regardless of sex and socio-economic conditions.
Referência Bibliográfica completa
Loureiro, M.J., Guerra, C., Cabrita, I., & Moreira, F. T. (2022). Multiple Case Studies About Robotics in Compulsory Education: A Contribution to Changing Policies in Four European Countries. In M. Loureiro, Ana Loureiro, & H. Gerber (Ed.), Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies (pp. 100-129). IGI Global. https://www.igi-global.com/gateway/chapter/291752