Um Estudo Terciário Sobre o Ensino de Computação no Brasil

O ensino de computação tem ganhado espaço em conferências e períodicos brasileiros que envolvem tecnologias educacionais. Nesse contexto, têm sido discutidas abordagens e mecanismos para apoiar (i) iniciativas que visam desenvolver o pensamento computacional, (ii) movimentos que visam promover mulheres na computação e (iii) problemas que emergem no contexto de ensino de disciplinas de Computação. Nessa perspectiva, estudos secundários vêm sendo produzidos, com o propósito de sintetizar as contribuições já estabelecidas. Apesar disso, não há um panorama sobre quais os tópicos sobre o ensino de Computação já foram investigados, bem como os problemas inerentes a esses tópicos e suas soluções. Nesse sentido, este artigo aborda um estudo terciário, visando contribuir com essa temática, por meio de uma análise das evidêencias sobre os tópicos abordados em ensino de Computação, os principais problemas e soluções propostas

Explorando a Gamificação no Ensino de Decisões Arquiteturais: Um Relato de Experiência

Decisõees arquiteturais, quando selecionadas corretamente, agregam diversos benefícios para a qualidade dos sistemas de software. No entanto, observa-se uma dificuldade considerável por parte dos discentes para (i) abstrair conceitos complexos de arquitetura de software e (ii) tomar decisões arquiteturais adequadas para problemas específicos. O objetivo deste estudo foi explorar o uso da gamificação como mecanismo de apoio ao ensino de arquitetura de software, especificamente no ensino de decisões arquiteturais. Os resultados destes estudos sugerem que a abordagem aplicada contribui significativamente para motivar e envolver os discentes no processo de ensino-aprendizagem

Inserção do pensamento computacional em alunos do ensino fundamental e médio

O pensamento computacional é um meio estratégico para identificar e solucionar problemas de diferentes áreas do conhecimento, utilizando como base algoritmos e computadores. Essa habilidade traz benefícios como a solução de problemas de forma ágil e a inserção no mundo digital, relevantes para a vida em sociedade e para o fácil aprendizado em futuras tecnologias. O objetivo do projeto foi contribuir para o processo de ensino/aprendizagem, por meio do desenvolvimento e da aplicação de material didático para o curso intitulado “Introdução ao Pensamento Computacional”. O curso, realizado mediante aulas on-line, foi idealizado com o intuito de desenvolver habilidades do pensamento computacional, além de introduzir os alunos no mundo digital, com a apresentação de conceitos básicos da computação. O público-alvo foram alunos do Ensino Fundamental e do Ensino Médio de escolas da rede pública. Inicialmente, foram selecionados materiais, a partir de pesquisas realizadas em bibliotecas digitais, para leitura e estudo. Posteriormente, esses materiais foram usados como base na preparação e na realização dos materiais das aulas. Adicionalmente, foram usadas ferramentas modernas e interativas de fácil compreensão para os alunos, desenvolvidas especialmente para o ensino de programação de crianças e adolescentes, como o Scratch. As atividades propostas foram realizadas e atingiram seu maior objetivo, que era contribuir para o processo de desenvolvimento do pensamento computacional, além de aproximar crianças e adolescentes da tecnologia e do seu uso. Os resultados indicam o aumento do interesse por tecnologia em todos os alunos participantes do curso

Visual text mining: ensuring the presence of relevant studies in systematic literature reviews

One of the activities associated with the Systematic Literature Review (SLR) process is the\ud selection review of primary studies. When the researcher faces large volumes of primary studies\ud to be analyzed, the process used to select studies can be arduous. In a previous experiment, we\ud conducted a pilot test to compare the performance and accuracy of PhD students in conducting\ud the selection review activity manually and using Visual Text Mining (VTM) techniques. The\ud goal of this paper is to describe a replication study involving PhD and Master students. The\ud replication study uses the same experimental design and materials of the original experiment.\ud This study also aims to investigate whether the researcher's level of experience with conducting\ud SLRs and research in general impacts the outcome of the primary study selection step of the\ud SLR process. The replication results have con¯rmed the outcomes of the original experiment,\ud i.e., VTM is promising and can improve the performance of the selection review of primary\ud studies. We also observed that both accuracy and performance increase in function of the\ud researcher's experience level in conducting SLRs. The use of VTM can indeed be bene¯cial\ud during the selection review activity.FAPES

Plataforma de Recursos Educacionais Abertos: Uma Arquitetura de Referência com Elementos de Gamificação

Plataformas de Recursos Educacionais Abertos (REAs) são sistemasque centralizam e auxiliam na distribuição destes materiais, com base nos 4Rs (Revisão, Remixagem, Reúso e Redistribuição). Entretanto, faltammecanismos nos sistemas atuais para motivar e engajar discentes e docentes no reúso e redistribuição desses materiais. Este trabalho apresenta uma Arquitetura de Referência (AR) com elementos de gamificação para o estabelecimento de plataformas que incentivem os usuários a interagirem com o sistema. A AR foi construída sobre um modelo de Cliente-Servidor e foi avaliada por especialistas do domínio da gamificação, por meio de um checklist. Os resultados demonstram que a AR foi bem aceita pelos especialistas de domínio para os requisitos de Interoperabilidade e Segurança, contendo alguns itens que necessitam ser abordados na evolução da AR, como disponibilidade e performance

Desarrollo y morfología de la raíz del maracuyá en diferentes substratos

1 recurso en línea (páginas 514-520).Entre los factores que contribuyen para un correcto desarrollo inicial de las plantas, está el sustrato utilizado, por tanto, el objetivo del presente estudio fue evaluar el efecto del sustrato en la formación inicial y morfología de las raíces de dos especies de maracuyá. El experimento fue realizado en vivero con polisombra de interceptación luminosa (60%), en la Universidad Federal de Goiás (UFG), Regional Jataí, Brasil. Los materiales utilizados fueron maracuyá (Passiflora edulis f. flavicarpa) y el cultivar FB 200 (Flora Brasil). Se utilizaron semillas de frutos recolectados del huerto experimental de la UFG. Se sembraron en tres tipos de sustratos: Suelo I (mezcla de 2 partes de suelo + 1 parte de gallinaza + 1 parte de arena), Suelo II (suelo de barranco) y Bioplant®; se utilizó bolsas perforadas para plántulas con capacidad de 1,5 L. El diseño experimental utilizado fue completamente aleatorio con seis tratamientos, ocho repeticiones y cuatro plántulas por parcela. Después de 30 días de siembra, se evaluó: peso fresco de la raíz, peso seco de raíz y morfología de la raíz. El sustrato tuvo efecto en el desarrollo inicial de las plantas de maracuyá, donde se obtuvo los mejores resultados con Bioplant®. Este sustrato sobresalió en todas las características evaluadas mostrando su potencialidad en la propagación de esta especie.Among the factors that contribute to better initial development of plants, it is the substrate used. Therefore, this study aimed to evaluate the effect of substrate in initial formation and morphology of the roots of two species of passion fruits. The analyses were done in the nursery of the Federal University of Goiás (UFG), Regional Jataí, Brazil, with a light interception of 60%. The material used were seeds of yellow passion fruit (Passiflora edulis f. flavicarpa) and the cultivar FB 200 (Flora Brasil), harvested in the UFG experimental field. They were sown in three types of substrates: Soil I (mixture of soil, chicken manure and sand in a ratio of 2:1:1 by volume), soil II (steep bank), and Bioplant®, using for plants perforated bags with a capacity of 1.5 L. The experimental design was a completely randomized design with six treatments, eight replications and four plants per plot. After 30 days of sowing, fresh matter of root, root dry matter and morphology were evaluated. The substrate affected the initial development of yellow passion fruit, obtaining the best results with Bioplant®, showing as promising for the development of all the evaluated characteristics.Bibliografía: página 52

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants

Summary Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents. Methods For this pooled analysis, we used a database of cardiometabolic risk factors collated by the Non-Communicable Disease Risk Factor Collaboration. We applied a Bayesian hierarchical model to estimate trends from 1985 to 2019 in mean height and mean BMI in 1-year age groups for ages 5–19 years. The model allowed for non-linear changes over time in mean height and mean BMI and for non-linear changes with age of children and adolescents, including periods of rapid growth during adolescence. Findings We pooled data from 2181 population-based studies, with measurements of height and weight in 65 million participants in 200 countries and territories. In 2019, we estimated a difference of 20 cm or higher in mean height of 19-year-old adolescents between countries with the tallest populations (the Netherlands, Montenegro, Estonia, and Bosnia and Herzegovina for boys; and the Netherlands, Montenegro, Denmark, and Iceland for girls) and those with the shortest populations (Timor-Leste, Laos, Solomon Islands, and Papua New Guinea for boys; and Guatemala, Bangladesh, Nepal, and Timor-Leste for girls). In the same year, the difference between the highest mean BMI (in Pacific island countries, Kuwait, Bahrain, The Bahamas, Chile, the USA, and New Zealand for both boys and girls and in South Africa for girls) and lowest mean BMI (in India, Bangladesh, Timor-Leste, Ethiopia, and Chad for boys and girls; and in Japan and Romania for girls) was approximately 9–10 kg/m2. In some countries, children aged 5 years started with healthier height or BMI than the global median and, in some cases, as healthy as the best performing countries, but they became progressively less healthy compared with their comparators as they grew older by not growing as tall (eg, boys in Austria and Barbados, and girls in Belgium and Puerto Rico) or gaining too much weight for their height (eg, girls and boys in Kuwait, Bahrain, Fiji, Jamaica, and Mexico; and girls in South Africa and New Zealand). In other countries, growing children overtook the height of their comparators (eg, Latvia, Czech Republic, Morocco, and Iran) or curbed their weight gain (eg, Italy, France, and Croatia) in late childhood and adolescence. When changes in both height and BMI were considered, girls in South Korea, Vietnam, Saudi Arabia, Turkey, and some central Asian countries (eg, Armenia and Azerbaijan), and boys in central and western Europe (eg, Portugal, Denmark, Poland, and Montenegro) had the healthiest changes in anthropometric status over the past 3·5 decades because, compared with children and adolescents in other countries, they had a much larger gain in height than they did in BMI. The unhealthiest changes—gaining too little height, too much weight for their height compared with children in other countries, or both—occurred in many countries in sub-Saharan Africa, New Zealand, and the USA for boys and girls; in Malaysia and some Pacific island nations for boys; and in Mexico for girls. Interpretation The height and BMI trajectories over age and time of school-aged children and adolescents are highly variable across countries, which indicates heterogeneous nutritional quality and lifelong health advantages and risks

Worldwide trends in underweight and obesity from 1990 to 2022: a pooled analysis of 3663 population-representative studies with 222 million children, adolescents, and adults

Background Underweight and obesity are associated with adverse health outcomes throughout the life course. We estimated the individual and combined prevalence of underweight or thinness and obesity, and their changes, from 1990 to 2022 for adults and school-aged children and adolescents in 200 countries and territories. Methods We used data from 3663 population-based studies with 222 million participants that measured height and weight in representative samples of the general population. We used a Bayesian hierarchical model to estimate trends in the prevalence of different BMI categories, separately for adults (age ≥20 years) and school-aged children and adolescents (age 5–19 years), from 1990 to 2022 for 200 countries and territories. For adults, we report the individual and combined prevalence of underweight (BMI <18·5 kg/m2) and obesity (BMI ≥30 kg/m2). For schoolaged children and adolescents, we report thinness (BMI <2 SD below the median of the WHO growth reference) and obesity (BMI >2 SD above the median). Findings From 1990 to 2022, the combined prevalence of underweight and obesity in adults decreased in 11 countries (6%) for women and 17 (9%) for men with a posterior probability of at least 0·80 that the observed changes were true decreases. The combined prevalence increased in 162 countries (81%) for women and 140 countries (70%) for men with a posterior probability of at least 0·80. In 2022, the combined prevalence of underweight and obesity was highest in island nations in the Caribbean and Polynesia and Micronesia, and countries in the Middle East and north Africa. Obesity prevalence was higher than underweight with posterior probability of at least 0·80 in 177 countries (89%) for women and 145 (73%) for men in 2022, whereas the converse was true in 16 countries (8%) for women, and 39 (20%) for men. From 1990 to 2022, the combined prevalence of thinness and obesity decreased among girls in five countries (3%) and among boys in 15 countries (8%) with a posterior probability of at least 0·80, and increased among girls in 140 countries (70%) and boys in 137 countries (69%) with a posterior probability of at least 0·80. The countries with highest combined prevalence of thinness and obesity in school-aged children and adolescents in 2022 were in Polynesia and Micronesia and the Caribbean for both sexes, and Chile and Qatar for boys. Combined prevalence was also high in some countries in south Asia, such as India and Pakistan, where thinness remained prevalent despite having declined. In 2022, obesity in school-aged children and adolescents was more prevalent than thinness with a posterior probability of at least 0·80 among girls in 133 countries (67%) and boys in 125 countries (63%), whereas the converse was true in 35 countries (18%) and 42 countries (21%), respectively. In almost all countries for both adults and school-aged children and adolescents, the increases in double burden were driven by increases in obesity, and decreases in double burden by declining underweight or thinness. Interpretation The combined burden of underweight and obesity has increased in most countries, driven by an increase in obesity, while underweight and thinness remain prevalent in south Asia and parts of Africa. A healthy nutrition transition that enhances access to nutritious foods is needed to address the remaining burden of underweight while curbing and reversing the increase in obesit