Aplicações do pensamento computacional ao ensino de física: possibilidade do uso da programação visual na formação continuada de professores de física

Abstract

This study aimed to analyze the possible contributions of Computational Thinking (CT) to the continuing education of Physics teachers, with emphasis on its impacts on pedagogical and technological knowledge, through the development and implementation of an online training course. The participants were Physics teachers from basic education, working in public and private schools across different regions of the country. The course addressed the use of Computational Thinking through visual programming with Scratch, focusing on the creation of learning objects (Los) designed to support the teaching of physical concepts. The research followed a qualitative, applied approach, grounded in the constructionist perspective of Seymour Papert (1980), in the notion of teaching knowledge as discussed by Maurice Tardif (2014), in the concept of computer literacy proposed by Sônia Regina Fortes da Silva (2005), and in the definition of technological knowledge outlined by Fernanda Meredyk (2019). Data were collected through questionnaires and analysis of the projects developed in Scratch. The analysis followed Robert K. Yin’s (2016) case study methodology, with coding in cycles according to Johnny Saldaña (2013). The results indicated that participants mobilized the pillars of Computational Thinking proposed by Brackmann (2017) — decomposition, pattern recognition, abstraction, and algorithmic thinking — during the process of creating learning objects. Furthermore, CT was shown to function not only as a conceptual tool, but also as a strategy for organizing the logical structure of the simulations, promoting coherence between physical principles, programming, and pedagogical goals.The training proposal contributed to enhancing teaching practices by encouraging the mobilization and integration of technological knowledge into Physics education in the context of continuing professional development. It also stood out as a meaningful experience for both the participants and the researcher, fostering reflections on teaching and the pedagogical use of Digital Technologies.