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Work in Progress

Programming Literacy: Computational Thinking in Brazilian Public Schools

Published: 27 June 2017 Publication History

Abstract

Bringing Programming to K-12 Education has been a strong tendency in Brazil and in the world. In this work-in-progress, we describe an experience in teacher training with the goal of promoting the practice of programming and the development of computational thinking in students of Brazilian public schools, through an initiative called Programming Literacy. Here we present strategies used in the implementation of the initiative, design of a curricular structure and training program, as well as monitoring and evaluation strategies. The results and findings of the initiative, involving more than 500 students from four cities in 2016, are shared as well as the perspectives on next steps.

References

[1]
Paulo Blikstein. 2008. O Pensamento Computacional e a Reinvenção do Computador na Educação. Paulo Blikstein. Retrieved August 29, 2016 from: http://www.blikstein.com/paulo/documents/online/ ol_pensamento_computacional.html.
[2]
Karen Brennan, Mithcel Resnick. 2012. New frameworks for studying and assessing the development of computational thinking. American Educational Research Association. Vancouver, 2012.
[3]
G1 EDUCAÇÃO. 2016. Filho aprende a programar e cria app para facilitar o trabalho do pai. Retrieved August 29, 2016 from http://glo.bo/2byKDZt.
[4]
Seymour Papert. 1980. Mindstorms: children, computers, and powerful ideas. New York: Basic Books.
[5]
Programaê. 2015. Professor: Programaê! Retrieved August 29, 2016 from http://programae.org.br/professor/.
[6]
Instituto Ayrton Senna. 2016. Educação Online. Retrieved August 29, 2016 from http://www.educacaoonline.org.br/ead.
[7]
Technovation. Currículo Technovation. Retrieved August 29, 2016 from http://www.technovationbrasil.org/curriculo
[8]
Jeannette M. Wing. 2010. Computational Thinking: What and Why? Link Magazine".

Cited By

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  • (2024)Equity Issues Derived from Use of Large Language Models in EducationNew Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations10.1007/978-3-031-63235-8_28(425-440)Online publication date: 1-Jul-2024
  • (2022)Computational thinking in the Ethiopian secondary school ICT curriculumComputer Science Education10.1080/08993408.2022.209559432:4(502-531)Online publication date: 6-Jul-2022

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Published In

cover image ACM Conferences
IDC '17: Proceedings of the 2017 Conference on Interaction Design and Children
June 2017
808 pages
ISBN:9781450349215
DOI:10.1145/3078072
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 27 June 2017

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Author Tags

  1. computational thinking
  2. computer science education
  3. k-12 education
  4. programming
  5. teacher training

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  • Work in progress

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IDC '17
Sponsor:
IDC '17: Interaction Design and Children
June 27 - 30, 2017
California, Stanford, USA

Acceptance Rates

IDC '17 Paper Acceptance Rate 25 of 118 submissions, 21%;
Overall Acceptance Rate 172 of 578 submissions, 30%

Upcoming Conference

IDC '25
Interaction Design and Children
June 23 - 26, 2025
Reykjavik , Iceland

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Cited By

View all
  • (2024)Equity Issues Derived from Use of Large Language Models in EducationNew Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations10.1007/978-3-031-63235-8_28(425-440)Online publication date: 1-Jul-2024
  • (2022)Computational thinking in the Ethiopian secondary school ICT curriculumComputer Science Education10.1080/08993408.2022.209559432:4(502-531)Online publication date: 6-Jul-2022

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