Desenvolvimento de um modelo de avaliação de criatividade no ensino da computação na educação básica

TCC(graduação) - Universidade Federal de Santa Catarina. Centro Tecnológico. Sistemas de Informação.O século XXI requer novas habilidades que são cada vez mais valorizadas para um desenvolvimento pessoal e no mercado de trabalho, conhecidas como habilidades do século XXI. Faz parte dessas habilidades a criatividade, que aborda as dimensões de fluência, flexibilidade, originalidade e elaboração. Portanto, a importância do incentivo da criatividade na Educação Básica é cada vez mais concreta. Uma das formas de incentivar o desenvolvimento dessa habilidade é a inserção do ensino da computação já na escola. Assim, no contexto educacional faz parte a avaliação dessa habilidade relacionada com a computação. Atualmente já existem vários modelos de avaliação de criatividade, abordando dimensões diferentes, evidenciando uma falta de consenso em como avaliar. Partindo dessa premissa, foi desenvolvido o modelo de avaliação SCORE a fim de avaliar criatividade no ensino da computação na Educação Básica, visto que não existem modelos específicos para este meio. O instrumento decompõe a criatividade em oito fatores: “personalidade criatividade e curiosidade”, “amplia habilidades e conhecimentos”, “conexão”, “ousadia”, “originalidade”, “fluência”, “flexibilidade” e “elaboração”. Os resultados da avaliação, com base em uma amostra de 76 estudantes da Educação Básica, indicam uma excelente confiabilidade interna (alfa de Cronbach = 0,961). A análise da validade do modelo também apresentou ótimos resultados. Por meio da análise fatorial exploratória foram observados apenas três itens com carga fatorial abaixo do ponto de corte, sugerindo a exclusão desses itens. A análise da amostra total (n = 197), com respostas do ensino superior, confirma os resultados obtidos na análise utilizando somente os dados da Educação Básica. Dessa forma, espera-se obter um modelo capaz de avaliar a criatividade com o ensino da computação e aumentar o interesse em introduzi-lo em mais escolas da Educação Básica no Brasil

A longitudinal study of the effect of individual and socio-cultural factors on students’ creativity

This longitudinal study investigated how characteristics of individual and social relationships affect Korean students’ creativity development. Fifth graders (male: 3,623, female: 3,701) from 242 schools in Korea were followed annually from their 5th to 9th grades (indicating from the 5th elementary school grade to the 3rd middle school grade in the Korean school system). Exploratory factor analysis, internal consistency reliability (coefficient alpha), confirmatory factor analysis, and two-level growth model methods were performed. We investigated all nine constructs and their related items by checking metric and scalar invariance assumptions. When the measurement invariance assumptions were satisfied, we used the mean of items that constitute respective factors. We checked growth trajectories of creativity and tapped the possibility of the existence of subgroups based on the growth/change pattern using latent class growth modeling. The results showed that no subgroups existed. Thus, we constructed a two-level growth model to investigate the overall growth pattern of the students. Regarding level 1, we included time-varying variables such as peer attachment, self-regulation habits (self-management), parents’ academy-oriented involvement, parent affective support, individualized, interactive teaching methods, teachers’ academic pressure, and academic achievement. At level 2, we used gender and parenting style that was obtained at time point 1. The final combined model incorporating level 1 and 2 variables showed that students’ self-regulation had the most association with the student’s creativity followed by peer attachment, parents’ academic support, interaction with parents, interaction with teachers, academic pressure from teachers, and relationships with teachers. Methods for enhancing students’ creativity were discussed

The purpose, adaptability, confidence, and engrossment model: A novel approach for supporting professional trainees’ motivation, engagement, and academic achievement

Trainees often decide to pursue a career in the professions because they see it as a means to attain their life goals: to become the kind of person they want to be, to live the kind of life they want to lead, and to make the kind of impact they want to have on the world. The life goals trainees pursue through a professional career are derived from their conception of their ideal self and are thus the most important and self-defining goals that they possess. In this article, we propose a novel approach for designing training activities to harness the motivational potential of professional trainees’ life goals, toward supporting their deep engagement in training activities. We propose that activities can be designed to help trainees make links between (1) the concepts and skills covered in an activity, (2) the professional practice behaviors that an activity prepares them to enact, and (3) the life goals that are served by enacting these professional practice behaviors. Informed by Control Theory and Self-Determination Theory, we predict that this design may promote trainees’ adoption of activity-specific goals that emphasize deep understanding, long-term retention, and transfer, and enhance their autonomous motivation to attain their goals. However, there are some situations when this design may be less effective for, or even harmful to, trainees’ motivation. Specifically, we predict that helping trainees establish a purpose for learning by linking an activity to their life goals may be most effective when they can adapt an activity to best align with their purpose, when they are confident in their ability to attain their activity-specific goal, and when they become engrossed in an activity because it affords interest- and curiosity-stimulating actions. We package our theoretical analysis into the PACE model of motivational design. When our predictions are supported by more empirical evidence, the model can help educators set the PACE for trainees, thereby motivating them to engage deeply in training activities

Programmering som verktøy for å lære computational thinking - En kvalitativ studie av elevers resonnement i problemløsning med programmering som verktøy.

Samfunnets stadige endringer er katalysert av teknologiens utvikling og fremskritt. Samfunnet digitaliseres ytterligere og digitale verktøy er blitt en stor del av menneskets hverdag. Dette har endret kompetansebehovet for fremtiden. For å dekke morgendagens kompetansebehov og holde tritt med samfunnets digitale og teknologiske utvikling har Utdanningsdirektoratet (2020) gjennom kunnskapsløftet 2020 implementert programmering i matematikkfaget. I lys av dette samt egen erfaring og motivasjon er følgende problemstilling utformet: Ved hvilke kjennetegn av computational thinking resonnerer elever kreativt i problemløsning med tekstbasert programmering som verktøy? Problemstillingen har blitt belyst gjennom en kvalitativ tilnærming med deltakende observasjon som metode. Studiens datamaterialet består av notater og lyd- og skjermopptak av elevers problemløsning med programmering som verktøy. Datamaterialet er analysert ved hjelp av et sammensatt rammeverk bestående av Lithner (2006) rammeverk for analysering av imitativ og kreativ resonnement og Shute et al. (2017) sitt rammeverk for computational thinking. Analysen viser at Shute et al. (2017) sine komponenter av computational thinking er til stede i elevers resonnement i problemløsning med programmering som verktøy. Komponentene som ble observert flest ganger var algoritmer, feilsøking og dekomposisjon. Videre viser analysen at resonnementene tilknyttet komponentene var både kreative og imitative. Studiens resultater antyder at computational thinking gjennom programmering kan bidra til å øke elevers matematiske kreativitet, og ha en positiv effekt på elevers matematiske kunnskap. Det ble også avdekket et behov for å øke elevenes feilsøkingsevner i programmering

The Influence of Context on Metacognition and Its Measurement

Metacognition enhances students’ efforts to effectively self-regulate their learning. It is a multifaceted construct that includes metacognitive knowledge, metacognitive regulation, and metacognitive experiences. Metacognition theory clearly indicates that metacognitive regulation should be impacted by the context in which the learning takes place, but little empirical research has attempted to show this effect of context on metacognitive regulation. The purpose dissertation of this was to investigate how context influences undergraduate students’ use of metacognitive regulation. To this end, an instrument (the Metacognition Inventory for Post-Secondary Students; MIPSS) that assesses metacognitive knowledge globally and metacognitive regulation as a context-dependent construct was created and evaluated through item analysis and factor analysis. Then, within-person differences in metacognitive regulation were examined, measures of metacognition and self-regulated learning (SRL) were associated with each other and used to predict academic achievement. Results indicated the MIPSS has a bi-factor structure, metacognitive regulation is influenced by the course and activity associated with the regulation, and associations among metacognition and SRL scales and achievement tend to follow theoretical predictions. Limitations and future directions for research are discussed. Advisor: Anthony D. Alban

The Effects of a One-to-One iPad Initiative: A Case Study

This qualitative case study explored the ways that teachers in a single private middle school integrated one-to-one tablet use in to their classroom practice. The case study also explored how and in what ways the students and teachers perceived that school-provided one-to-one student access to tablets affected student learning. The review of relevant literature included the use of technology in instruction, external factors affecting teachers, and the perception of the effect of technology on student learning. Over the last thirty years, there has been an increase of computer and tablet use in the classroom (Harold, 2016; Reidel, 2014; Smerdon, Cronen, Lanahan, Anderson, Iannott, & Angeles, 2000; U.S. Department of Education, 2010). As schools implement new computer technologies, they are often soon faced with yet another technology reform effort, as technology changes quickly (Barack, 2010). Students also now use technology and are often more knowledgeable about tablet devices than teachers and administrators. However, students often show teachers how to use the tablet devices, which highlights how what could be perceived as a challenge is also a benefit (Bradley, Goodman-Deane, Waller, Tenneti, Langdon, & Clarkson, 2013; O’Brien, Rogers, & Fisk, 2012). Over the last fifteen years, enrollments have increased in private and independent schools (U.S. Department of Education, 2010). Independent and private schools face both opportunities and challenges because they are not supported within a public school district. Administrators and teachers in private and independent schools may have more freedom than those working in public school districts; however, they also have fewer resources available (Davies & Davies, 2014). Private and independent schools must determine the best ways to use resources, which suggest that administrators should be well-informed when investing their limited resources in equipment and programs. To improve understanding of how private and independent schools might implement a new computer technology initiative, this research involved a single case study of one school nearly three years after the school had provided iPad tablets to all teachers and students in its middle school class sections. According to Patton (2015), a case study is an appropriate mode of inquiry in which a “researcher examines in depth a program…or one or more individuals…using a variety of data.” The case study addressed the following research questions: 1. Under what conditions and in what ways do teachers in a private school integrate one-to-one tablet use into their classroom practice? 2. How and in what ways do students and teachers perceive that school-provided access to students’ own tablets affects student learning? This study is guided by the worldview of critical realism (Bhaskar, 1998; Maxwell, 2012). A critical realist point of view is one which allows for two concurrent views of reality. In the critical realist worldview, there is an understanding that reality exists independent of individuals’ perceptions. At the same time, individuals’ perceptions of reality are also valid and their perceptions affect their understandings and behaviors (Maxwell, 2012). By adopting the worldview of critical realism, I was able to recognize that the perceptions of the stakeholders in a school implementing a new technology initiative were real and affected their engagement in the implementation, while at the same I recognized that there was an observable reality of the tablet program implementation that existed independently of each individual’s perceived reality. Data collection involved triangulation of three qualitative methods approaches: administrator and teacher interviews, external observations, and student surveys. As this case study was guided by critical realism, the administrators’, teachers’ and students’ perceptions were considered real, as were the observations of the researcher. Odyssey School, the private school which was site for the case study, had two class sections each of grades six, seven, and eight. All students in these six classes had been individually assigned an iPad as part of instruction for the previous two years and the current school year at the time of data collection. Nine teachers and two administrators were interviewed, each section of classes was observed twice, and all students in grades six through eight were asked to complete a short survey during their technology classes. The teachers and administrators at Odyssey School had wide range of previous teaching and technology experiences and varied in age. Prior to implementation of the one-to-one iPad tablet initiative, teachers were allowed to use the tablets themselves in order to learn the devices and plan for using them for instruction. Regardless of previous experience, teachers found that the tablet devices were easy to learn. Odyssey teachers’ and administrators’ perceptions of whether the iPad initiative affected teaching strategies were mixed. Five of the nine teachers reported that integrating the iPads had influenced their teaching strategies, whereas four did not. The two administrators reported that integrating the iPads into classroom work had a positive effect on teaching strategies. The iPad tablets were used by Odyssey School teachers and students in varied ways. Students used the devices in all of the classrooms, although the level and type of use depended on the teacher. Students generally used the iPads to complete course content, access information quickly, and have content delivered electronically. Teachers’ perceptions of benefits including processing content efficiently, and preparing students for use of future modern technologies. Concerns included teachers’ perceptions of the iPad as a cause of student distraction, particularly if the tablets were used for other than school-related activities. Odyssey teachers’ prior teaching experience was weakly associated with the depth of their use of iPads in instruction; however, there was no association between their prior technology experience and their uses of iPads for instruction. Students, teachers, and administrators had differing perceptions of whether and how the one-to-one iPad tablet initiative affected students’ learning. Whereas students as a whole reported neither a positive or negative effect of iPad availability on their learning, sixth grade students reported that the iPads had a more positive effect on their learning than did eighth graders. Most of the Odyssey School teachers did not perceive a positive effect of iPad availability on student learning, although the administrators did. Additionally, reported and observed uses of iPads for instruction were analyzed through the SAMR model, and the results indicated that very few of the iPad uses could be considered transformative (Puentedura, 2006). Key lessons learned from this single case study this study include: a) decision making about technology initiatives should be informed, b) teachers and administrators are also learners, c) students may be using technology devices for learning more than teachers realize, and new programs should be evaluated to inform and improve practice. Implications for practice include a) allotting sufficient time for teachers to learn new technology, b) determining desired teaching strategies and goals for the initiative prior to implementation, c) teachers should explore new resources and uses for the technology on an ongoing basis, and d) professional development may help teachers distinguish between students who are distracted by the technology and those who are using the devices appropriately for learning. Implications for future research include a) exploring what might be learned from additional studies of technology implementation at private and independent schools, b) investigating how different types of professional development might affect effectiveness of implementing new technology initiatives, c) conducting larger scale studies to validate the SAMR model, and d) conducting larger quantitative studies to assess the impact of technology initiatives on student learning as measured by standardized tests

Kan bruk av programmering i matematikkundervisning fremme algoritmisk tenkning hos elever?

Høsten 2020 ble det med fagfornyelsen innført nye læreplaner, der det i matematikk settes økt fokus på utforskning og problemløsning, samt innføring av følgende kompetansemål i 1T: «formulere og løse problemer ved hjelp av algoritmisk tenkning, ulike problemløsningsstrategier, digitale verktøy og programmering» (Kunnskapsdepartementet, 2020). Hensikten med studien er å undersøke overføringsverdien mellom arbeid med programmering i matematikkundervisning og utvikling av matematiske ferdigheter og kompetanse. Basert på relevant teori, tidligere forskning og resultatene fra datainnsamlingen i denne studien er følgende problemstilling forsøkt besvart: «Kan bruk av programmering i matematikkundervisning bidra til å fremme algoritmisk tenkning hos elever» For å besvare problemstillingen ble det utviklet et forskningsdesign der en 1T-klasse utførte en prestasjonstest i forkant og etterkant av et 2 uker langt undervisningsopplegg med programmering i matematikk. Prestasjonstesten ble analysert og vurdert kvalitativt i henhold til et rammeverk for å vurdere nivå av elevers matematiske resonnementer. Oppgavene i testen var oppgaver som tilrettela for demonstrasjon av algoritmisk tenkning. I tillegg besvarte elevene et åpent og lukket spørreskjema, og 4 elever ble invitert til intervju i etterkant av undervisningsopplegget. Målet var å avdekke om elevene utviklet sine ferdigheter innen algoritmisk tenking som hadde overføringsverdi til andre områder innen matematikk. Funnene i studien indikerer at elever kan utvikle sine abstraksjonsevne, matematiske resonnementer og problemløsningsferdigheter i matematikk gjennom arbeid med programmering. Funnene avdekker også faktorer som begrenser algoritmisk tenkning i problemløsningsprosessen. Disse faktorene er begrenset kreativitet, tid og terskelbegreper. Det vil være interessant å se om disse begrensende faktorene blir mindre signifikante etter hvert som læreplanen har vært i virksomhet og undervisningspraksisen stadig utvikles for å nå målene definert i LK20

A experiência do aluno novel de engenharia informática

Desde as últimas décadas do séc. XX, constata-se um desenvolvimento notável da investigação sobre o Ensino Superior. Mudanças significativas têm chamado a atenção da comunidade científica para problemáticas deste nível de ensino com destaque para o aluno novel (estudante do 1.º ano) e a formação pedagógica dos professores. O primeiro ano do Ensino Superior é problemático para muitos estudantes e professores da Universidade. O insucesso académico, as desistências e a aparente desmotivação de muitos estudantes são preocupantes para o País, para as Instituições e não só inquietante como frustrante para os professores e estudantes. Na última década, um esforço considerável tem sido feito em atrair os jovens para a Engenharia, importante para no futuro preencherem postos de trabalho e desenvolverem a tecnologia do amanhã. E o número de matrículas tem aumentado nestas áreas de estudo, no entanto, o grande desafio hoje é manter esses estudantes nos seus cursos até ao final da formação. Estudantes de Engenharia abandonam a Universidade mais frequentemente e necessitam de mais anos para terminar o curso. Sob os racionais teóricos da autorregulação (Rosário et al. 2007a, 2010; Zimmerman, 2000, 2008), esta dissertação pretende adentrar o conhecimento do aluno novel sobre a própria experiência e processo individual de adaptação e de autorregulação. Os estudos realizados incidem sobre os processos e estratégias de aprendizagem da fase de planificação, que são escassos no Ensino Superior (Greene et al., 2012), e as perceções dos professores do 1.º ano de Ensino Superior sobre os seus estudantes. Para tal foi desenvolvida uma investigação qualitativa (com recurso ao software NVivo 10.0) focada na análise das perceções de estudantes do 1.º ano de Engenharia Informática em três momentos diferentes e em dois grupos (grupo com nota de candidatura elevada – 10 estudantes - e grupo com nota de candidatura baixa – 10 estudantes), e dos próprios professores (20), em complemento aos numerosos estudos quantitativos nos quais prevalece o questionário e a recolha de dados num curto prazo de tempo (Dweck & Leggett, 1988; Núñez, Tuero, Vallejo, Rosário & Valle, 2014; Pintrich, 2000b; Rosário, Núñez, Ferrando et al., 2013). Os dados que aqui se apresentam corroboram a literatura e experiência empírica da área. Assim, é claro no discurso do aluno novel que os estudantes apresentam uma motivação forte ao ingressar no Ensino Superior para estudar matérias do curso. De acordo com as perceções de todos os participantes, inclusivamente os professores, é na Gestão do Tempo e na estratégia Definição e seleção de estratégias que as diferenças entre os dois grupos são mais acentuadas. No discurso de ambos os grupos de estudantes as dificuldades nestes processos foram sendo referenciadas e com intensidade crescente ao longo dos três momentos de recolha de dados. Na perspectiva dos professores entrevistados, grande parte dos estudantes do 1.º ano de Engenharia Informática mantêm os métodos e estratégias utilizados no Ensino Secundário, insuficientes para as exigências do Ensino Superior, com perceções desajustadas sobre o curso e taxas de insucesso elevadas, demonstrando, deste modo, dificuldade com a adaptação a um estilo de estudo independente e responsável pela sua própria aprendizagem. Ainda, de acordo com o discurso dos estudantes, as perceções de autoeficácia diminuem ao longo do ano, e a aprovação é o objetivo de todos os estudantes. Os estudantes do 1.º ano não têm, de acordo com o discurso dos professores, o hábito de estabelecer objetivos, e nem sempre estes se apresentam de forma clara e realista. Globalmente estes alunos realizam poucos esforços de Procura de ajuda social ou de organização da Estrutura ambiental. Os estudos que aqui se apresentam sugerem assim que a experiência do aluno novel de Engenharia Informática no Ensino Superior acentua dificuldades anteriores do “Estudar” e “Aprender”, reforça crenças e sugere fortemente o desenvolvimento de processos autorregulatórios no domínio da planificação com impacto nas fases seguintes da autorregulação da aprendizagem (execução e avaliação) e na própria adaptação à Universidade. Para os estudantes, o Ensino Secundário não os preparou para o ritmo e complexidade de conteúdos abordados no Ensino Superior, para a gestão de tempo e de tarefas que é exigido para obter aprovação e é importante que as Instituições de Ensino Superior disponibilizem apoio às dificuldades experienciadas. Finaliza-se com uma reflexão global em torno dos resultados, assinalando algumas limitações decorrentes dos estudos e apontando os principais contributos à investigação no Ensino Superior. Este trabalho alerta-nos, assim, para a importância de repensar os currículos, as práticas de ensino e os critérios de avaliação no Ensino Superior de forma a desenvolver os processos autorregulatórios da fase de Planificação, com o objetivo de promover a adaptação e sucesso académico.Since the last decades of the 20th century, there has been a remarkable development of research in higher education. Significant changes have drawn the attention of the scientific community to issues in this level of education, with an emphasis on the novel student (first-year student), and teacher education. The first year of higher education is problematic for many students and teachers of the University. Failure and dropout rates, and the apparent lack of motivation of many students are worrying for the country, for the institutions and not only unsettling as frustrating for teachers and students. Over the last decade, a considerable effort has been made to attract young people to Engineering, which is essential for them to fill jobs and create the technology of tomorrow. And enrolment has increased in those fields of study, however the big challenge today is to keep those students in their courses until the end of their education. Engineering students drop out from university more often and need more years to conclude their degree. Under the theoretical rationale of self-regulation, (Rosário et al. 2007, 2010; Zimmerman, 2000, 2008), this dissertion aims to survey the novel student’s knowledge of his own experience and individual process of adaptation and self-regulation. The studies conducted focus on the processes and learning strategies of the planning phase, not as studied by scientific research (Greene et al., 2012), and on the teachers’ perception of first-year students. To achieve this a qualitative research (using NVivo 10.0 software) was developed focused on the perception analysis of Computer Engineering first-year students in three different times and in two groups (a group with a high entering grade – 10 students, and a group with a low entering grade – 10 students), and of the teachers themselves (20), in addition to the numerous quantitative studies in which prevails the questionnaire and data collection within a short period of time (Dweck & Leggett, 1988; Núñez et al., 2014; Pintrich, 2000; Rosário, Núñez, Ferrando et al., 2013). The data hereby presented support the field’s literature and empirical experience. So, it is clear in the novel student’s speech that students display a strong motivation to study the degree subjects upon entering higher education. According to the perceptions of all participants, including teachers, it is on time management and strategy definition and selection strategies that differences between the two groups are more pronounced. In both student groups’ speech difficulties in these processes were being referenced, and with increased intensity, over the three stages of data collection. From the interviewed teachers’ perspective, many first-year Computer Engineering students keep the methods and strategies used in secondary education, inadequate for the demands of higher education, with unadjusted perceptions about the course and high failure rates, thus demonstrating a difficulty in adapting to a style of study more independent and responsible for its own learning. Also, according to the students’ speech, self-efficacy perceptions decrease throughout the year, and passing the course is every student’s goal. According to the teachers’ speech, first-year students aren’t in the habit of establishing goals, and not always are these clear and realistic. On the whole, these students make few attempts in looking social help, or at organising their environmental structure. For this reason, the studies presented here suggest that the Computer Engineering novel student accentuates difficulties previous to ‘Studying’ and ‘Learning’, reinforces beliefs and strongly suggests the development of self-regulatory processes in the field of planning with impact in the following phases of self-regulation of learning (performance and self-reflection) and adaptation to university itself. For students, secondary education did not prepare them for the pace and complexity of the content covered in higher education, for the management of time and tasks that is required for approval and it is important that higher education institutions offer support to alleviate the difficulties experienced. The dissertion conclude with a global reflection on the results, pointing out some limitations stemming from the studies and highlighting the main contributions to research in higher education. This dissertion alerts us then for the importance of rethinking the curricula, teaching practices and the evaluation criteria in higher education in order to develop self-regulatory processes of the planning phase, with the goal of promoting adaptation and academic success