Repositório Aberto
Repositório Institucional da Universidade Aberta
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Validade de conteúdo por avaliação de especialistas para medir as competências digitais de estudantes de mestrado em educação especial
Publication . Loureiro, Ana Cláudia; Ibáñez-Cubillas, Pilar; Pinto, Maribel
O presente estudo aborda a utilização da avaliação de especialistas como estratégia na validação de um instrumento de investigação na área educativa. O nosso objetivo foi o de validar um questionário sobre a utilização da robótica e da programação educativa em contextos de inclusão. A relevância do estudo centra-se na necessidade de ter um instrumento validado que avalie o conhecimento e o desenvolvimento das competências digitais nos alunos dos cursos de mestrado em Educação Especial, em Portugal. A metodologia adotada foi um estudo psicométrico de validade de conteúdo através da avaliação de especialistas. Os especialistas foram selecionados através da técnica do “Coeficiente de competência do perito” (Coeficiente K). A recolha e análise de dados decorreu no segundo semestre de 2023. Foram contabilizados um total de doze especialistas
de Portugal na área da Educação Inclusiva, robótica e programação educativa. Os resultados apontam que o painel de especialistas que validou o questionário apresenta um Coeficiente K de elevada influência (0,84) na área de conhecimento. A avaliação global do questionário apresentou um valor de V de Aiken de 0,79. Com este estudo foi possível aferir que o questionário tem evidências suficientes de validade de conteúdo em termos de coerência, relevância e pertinência, sendo um instrumento fiável para conhecer, como a oferta formativa na área da Educação Inclusiva promove o desenvolvimento das competências digitais nos futuros docentes desta área, em Portugal.
Aprendizaje basado en proyectos con robótica educativa
Publication . Ibáñez-Cubillas, Pilar; Pinto, Maribel; Pérez-Torregrosa, Ana Belén; Gutiérrez-Esteban, Prudencia; Ibáñez-Cubillas , Pilar
Perceptions of the educational potential of robotics and coding in inclusive settings
Publication . Loureiro, Ana Cláudia; Pinto, Maribel
In recent years, the potential of educational robotics (ER) and coding has been highlighted in studies and research on teaching strategies for children with special needs. Integrating ER and coding in school activities allows for learning based on solving real problems as well as the inclusion of children with special needs since these resources have relevant learning potential by promoting the development of socio-emotional and personal skills, key factors in the learning and inclusion process. However, one of the great difficulties is understanding how teachers recognize the potential of educational resources and their differences, as well as whether they feel prepared to make use of ER and coding in inclusive settings. This study aimed to verify the conceptions about the use of ER and coding in inclusive settings of a group of students in the curricular unit of Information and Communication Technologies and Special Educational Needs of the master’s in Special Education in the cognitive-motor domain of the Polytechnic Institute of Viseu, Portugal, in the 2nd semester of the 2021/2022 school year. The relevance of the study lies in the need to train education professionals for the effective integration of robotics and coding activities in inclusive educational settings. This is initial research, with an exploratory interpretive character approach, supported by an assessment of acquired knowledge applied after the class on "Computational Thinking, Robotics, and Coding in Inclusive Learning Contexts". The class consists of 25 students, with 20 having the opportunity to attend the class and 19 responding to the assessment.
The results show that most participants recognize the potential of ER and coding in promoting learning contexts with children with special needs and are aware of the importance of their continuing professional development and training in this area. From this initial research, which is now of an exploratory nature, it is intended to do further research that may result in scientific knowledge for future training contexts in ER and coding in inclusive settings.
Evaluation of the impact of training in programming with ScratchJr pedagogy professionals
Publication . Ibáñez-Cubillas, P.; Pinto, Maribel; López Rodríguez, S.
The objective of this study is to evaluate the impact of an online course on the ScratchJr programming language, which promotes the development of computational thinking and coding. This course is available for free in the @rcaComum community (hosted on the Moodle platform - https://comunidade.
arcacomum.pt) and is based on a training proposal that has been financially supported by the
Arcacomum Association in Portugal (https://www.arcacomum.pt), the Scratch Collaborative Education community of the MIT Media Lab, led by M. Resnick, and the DevTech Research Group at Boston College, led by Marina Bers, between 2022-2024. For this purpose, a formative evaluation of the online course for learning ScratchJr was carried out with Pedagogy students at the University of Malaga.
Initially, a questionnaire on general knowledge about Programming Languages in Education was
applied. Then, the students took the ScratchJr online course aimed at education professionals (in initial or continuous training) where learning is done autonomously for five days and with a total of ten hours.
At the end, a final questionnaire was applied to compare changes in the level of knowledge of those
students who completed the training. The findings of the initial questionnaire showed that the students had no knowledge of Programming Languages (77.1%), ScratchJr (79.2%) and Computational Thinking (87.5%). They were also unaware of other Programming Languages for children (95.8%) and did not know how to code with any Programming Language (97.9%). After the completion of the course and the evaluation of the final project, the students acquired basic knowledge and skills on Programming Languages, Computational Thinking and Coding, while learning to program with ScratchJr. In addition, the results of the final questionnaire revealed an impact of the training, since between 96.4% and 100% of the students valued the importance of including Computational Thinking and Programming with ScratchJr in the initial training of the pedagogue for their future professional practice in different areas of Pedagogy. Thus, it is concluded that the autonomous and self-manageable realization of the ScratchJr course has an important impact on the training of students, contributing to significant learning about Computational Thinking and Programming through ScratchJr. The ADDIE (Analysis, Design, Development, Implementation and Evaluation) Instructional Design model followed in the creation of
this online course is also valued, since the evaluation phase is fundamental to determine its continuation and effective implementation.
Evaluation of the design of an online course for scratchjr learning in students of the pedagogy undergraduate degree
Publication . Pinto, Maribel; Ibañez-Cubillas, P.; López Rodríguez, S.
The objective of this study is to evaluate the structure, contents, and activities of an online course on
the ScratchJr programming language, which promotes the development of computational thinking and coding. This course is available for free in the @rcaComum community (hosted on the Moodle platform - https://comunidade.arcacomum.pt) and has been based on a training proposal funded by the Arcacomum Association in Portugal (https://www.arcacomum.pt), the Scratch Collaborative Education community of the MIT Media Lab, led by M. Resnick and the DevTech Research Group at Boston College, led by Marina Bers, between 2022-2024. For this purpose, the evaluation of the online course design for learning ScratchJr was carried out with 28 Pedagogy students from the University of Malaga, who completed the course. The students completed the ScratchJr online course aimed at education professionals (in initial or continuous training) whose learning is done autonomously for five days and a total of ten hours. At the end of the course, a questionnaire was applied to evaluate the suitability and quality of the course structure, contents, and activities. The findings showed that 100% of the students considered that the documents (PDF) with information about the structure, information, and planning of the ScratchJr course are well structured and contain clear information about the organization, the necessary resources, and the activities to be carried out during the 10 hours. Regarding the content, 100% of the students indicated that the readings provided were sufficient and adequate to understand the ScratchJr application. On the other hand, 92.9% indicated that the Coding Cards activities were sufficient and adequate for learning the basics of the ScratchJr application, as well as 96.4% of the students considered that the Project Design activity (Storyboard) for ScratchJr, as a pre-final task, was
adequate and relevant for the subsequent completion of the Final Project in the application. Thus, the ScratchJr course was rated by the students with a 4.60 out of 5. In conclusion, the students' perception highlights the quality of the design, while at the same time allows enhancing the positive aspects and improving those that require it. The ADDIE (Analysis, Design, Development, Implementation and Evaluation) Instructional Design model followed in the creation of this online course is highlighted, since the evaluation phase is fundamental to achieve optimal levels of quality and suitability.