Computational Thinking and Teaching: an experience in Action Research in Cyberculture
Computational Thinking, Teaching, Action Research in Cyberculture; Informatics in Education.
The current research intends to understand how teachers can use computational thinking in plugged and unplugged curricula acts. The study presents as its main subject the researcher itself developing this Master Dissertation using the action research in Cyberculture as an autoethnography inspiration. Our theoretical references are a mix of the Cyberculture, teachers` formation, and daily multi referential research theories. The research field was the Formation Course called “Computational Thinking for all”, led by Professor Luiz Fernando Orleans, from the Rural Federal University from Rio de Janeiro. We count on teachers from government schools from Baixada Fluminense, in Rio de Janeiro. The work methodology was based on action research, using plugged and unplugged activities. We developed presential and online activities through workshops during the presential meetings and also during our professional activity in the schools we work in. I highlight how important the online diary was structuring to the autoethnography build. It was possible to realize the importance of professional formation to achieve a good teaching practice and to understand that the formation happens when there are interests, implications, and engagement of the teacher during the process. Thus the teacher from any knowledge área can use computational thinking and search for alternatives to develop critical and creative thinking to solve the students` problems and to motivate them as well.