Ciências da Educação | Comunicações em congressos, conferências, seminários/Communications in congresses, conferences, seminars
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- Gestão de dados de investigaçãoPublication . Mouraz, Ana; Borges, IrinaApresentação no encontro Abrir a Ciência, ampliar o impacto: a nova Política de Ciência Aberta da UAb , que teve lugar no dia 11 de fevereiro de 2026 na Universidade Aberta. Abordam-se os principais cuidados e argumentos que justificam a Gestão de dados de Investigação.
- From findings to practice: the AECED framework and guidesPublication . Neves, Claudia; Oliveira, Juliana Gazzinelli de; Almeida, Ana Patrícia; Abelha, Marta; Abrantes, Pedro
- Pensamento computacional, pensamento criativo, programação e robótica na educaçãoPublication . Pinto, Maribel; Cabero-Almenara, Julio; Palacios-Rodríguez, Antonio; Montenegro-Rueda, Marta; Fernández-Cerero, José
- Territórios da infância: a cidade pela voz das criançasPublication . Almeida, Ana Patrícia; Bragagnolo, Adriana; Portal, Carla; Diedrich, Marlete Sandra; Fochi, Karla Antoniazzi; SPCEEsta comunicação tem como objetivo principal abordar um projeto de extensão universitária, sediado na Universidade de Passo Fundo, intitulado “Territórios da Infância: a cidade pela voz das crianças”. Esse projeto enquadra-se no âmbito da Rede Unitwin UNESCO “Cidade que educa e transforma”. O objetivo da proposta é pensar a cidade com as crianças, num processo de escuta da infância, através da sua participação nas decisões sobre os espaços onde vivem e nas políticas públicas, com a adoção da metodologia de assembleias. O exercício de participação e de integração social passa por experiências que constituem vivência na aprendizagem e encontram na linguagem a sua manifestação. O projeto procura: a) a construção da relação criança-cidade, pela voz e pelo olhar das crianças, em função das suas experiências, da sua percepção e interação entre pares e com os espaços e como essa relação consolida a visão da cidade como um território educativo; b) a constituição da criança como ser social na sua comunidade. Ao garantir a escuta significativa da criança, o projeto proporciona às crianças vivências interativas que podem resultar numa formação de caráter social positiva, ampliando as suas possibilidades de lidar com os problemas sociais e com suas necessidades na comunidade da qual fazem parte; c) o reconhecimento da criança como um sujeito participante, com espaço na sociedade da qual faz parte, representando uma importante iniciativa de consolidação da participação social das crianças na construção de políticas públicas para a infância.
- Aprendizagem ao Longo da Vida: a chave para o futuroPublication . Santos, Arnaldo
- Codificação como outra linguagem - ScratchJr no jardim de infância, no 1º e 2º ano do 1º ciclo do ensino básico: contributos da uma investigação desenvolvida em Portugal e em portuguêsPublication . Pinto, Maribel; Fernandes, Marlene; Cabero-Almenara, J.; Palacios-Rodríguez, A.; Montenegro-Rueda, M.; Fernández- Cerero, J.Esta comunicação pretende apresentar o currículo do ScratchJr do jardim de infância ao 2º Ano do 1º Ciclo do Ensino Básico (CEB), Codificação como Outra Linguagem, que foi traduzido para português por equipa de investigadores da Arcacomum Associação, no âmbito de um projeto financiado pelo programa Scratch Education Collaborative (2022- 2024) do MIT Media Lab, da qual a associação beneficiou e que paralelamente teve o apoio dos investigadores do Devtech Research Group e da Professora Marina Bers, para validação de todo este processo de tradução do currículo (https://sites.bc.edu/codingasanotherlanguage/scratchjr-curricula-portuguese). A primeira fase do projeto foi concluída em Maio de 2024, sendo que a partir de setembro de 2024 se prevê um estudo piloto de implementação deste currículo em contextos educativos em Portugal. Tencionamos neste artigo apresentar em linhas gerais, os currículos desde pré-escolar e do 1º (CEB), de forma a explicitar como pode ser conduzida uma integração curricular do ScratchJr em contextos educativos. Como resultados apresentamos cada um dos currículos e as suas potencialidades a serem aproveitadas e implementadas de forma transversal a diversas áreas curriculares. Concluímos que, a possibilidade de ter traduzido este currículo para português irá permitir integrar a programação por blocos, desde o pré-escolar.
- Potencialidades y posibilidades educativas de la aplicación móvil healthy jeart para el fomento de hábitos saludables en jóvenes con tea: perspectiva de los professionalesPublication . Claudio Delgado-Morales; Duarte-Hueros, Ana; Merino-Godoy, Ángeles; Pinto, Maribel; Mora-Jaureguialde, Begoña; Universidade do MinhoEn los últimos años, las aplicaciones móviles se han vuelto claramente relevantes en casi todos los ámbitos de la vida. En la literatura científica se observan interesantes resultados para la enseñanza y el aprendizaje, el desarrollo de competencias y la formación de hábitos. No obstante, con el fin de aprovechar este potencial, es necesario analizar la calidad de este tipo de software explorando su contenido, estructura y formato con el propósito de facilitar la accesibilidad y la usabilidad a cualquier persona. El objetivo del presente estudio es conocer las potencialidades y posibilidades educativas de la aplicación móvil Healthy Jeart de manera que pueda ser utilizada por menores y jóvenes con trastorno del espectro autista. Se ha realizado una consulta a profesionales y especialistas del tema para saber la opinión que tienen acerca de las características, la funcionalidad y la configuración de elementos de dicha aplicación móvil. A partir de una revisión de la literatura, se han establecido las dimensiones e indicadores que han dado forma al instrumento de recolección de información, el cual, posteriormente, se ha sometido a juicio de expertos. Finalmente, un panel de profesionales y especialistas en el tratamiento psicoeducativo de estudiantes con trastorno del espectro autista ha cumplimentado la versión revisada del instrumento y ha valorado Healthy Jeart. Aunque los resultados han revelado una alta valoración de la practicidad de la aplicación móvil, existen varios aspectos que han de examinarse con vistas a mejorar los efectos positivos de su uso como recurso didáctico y/o terapéutico.
- Perceptions of the educational potential of robotics and coding in inclusive settingsPublication . Loureiro, Ana Cláudia; Pinto, MaribelIn 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 professionalsPublication . 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 degreePublication . 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.