Development of Computational Thinking in Brazilian Schools with Social and Economic Vulnerability: How to Teach Computer Science Without Machines

Christian Puhlmann  Brackmann; Dante Augusto Couto  Barone; Rafael Marimon  Boucinha; Janice reichert

doi:10.31686/ijier.vol7.iss4.1390

Authors

Christian Puhlmann Brackmann

Universidade Federal da Fronteira Sul – UFFS Brazil
Dante Augusto Couto Barone

Universidade Federal da Fronteira Sul – UFFS Brazil

https://orcid.org/0000-0002-4783-6118
Rafael Marimon Boucinha

Universidade Federal da Fronteira Sul – UFFS Brazil
Janice reichert

Universidade Federal da Fronteira Sul – UFFS Brazil

DOI:

https://doi.org/10.31686/ijier.vol7.iss4.1390

Keywords:

Computational Thinking Unplugged, Evaluation, Computers in Education, Primary School, South America, Brazil

Abstract

Computational Thinking (CT) has been placing the focus of educational innovation as a set of troubleshooting skills. Unfortunately, there is not a consensus if the teaching methodology and the available materials attend the expectations of the lecturers. To prove the impact that CT training has in primary school, we attempted to evaluate primary school students with a Quasi-Experimental approach and taking Unplugged CT classes in Brazilian Schools with Social and Economic Vulnerabilities. The research happened in two schools to prove if the activities are effective for students who live in areas where there are no electronic devices, Internet or even electrical power can be also benefited. The results show statistically significant improvement. Our study finds shows that we are able to reinforce the claim that CS unplugged is an effective approach and it is an alternative for students who live in unprivileged areas.

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