Estratégias Pedagógicas e Tecnologias para o desenvolvimento de Pensamento Computacional e Educação em Ciências no contexto do Ensino Fundamental: Um Mapeamento Sistemático de Literatura
Bibliographic record
Abstract
Esta pesquisa teve como objetivo identificar estratégias pedagógicas e tecnologias usadas para articular Pensamento Computacional (PC) e o ensino de Ciências Naturais no contexto do ensino fundamental e para isso, foi desenvolvido um Mapeamento Sistemático de Literatura. Com as análises dos textos selecionados, verificamos que a maioria dos trabalhos busca desenvolver habilidades de PC a partir de conceitos e situações relacionadas à ecologia e educação ambiental, adotando uma abordagem metodológica interdisciplinar, e que o Scratch é o recurso tecnológico mais recorrente. Os trabalhos revelam que o PC pode facilitar o processo de ensino-aprendizagem quando combinado ao ensino das Ciências Naturais, promovendo a compreensão dos conceitos próprios da área e organizando o pensamento dos alunos, ajudando a construir conhecimento de forma significativa.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.007 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".