Resumo

VALENTE, José Armando. Integration of computational thinking in the k-12 curriculum: different strategies used and questions related to teacher training and student’s assessment. e-Curriculum [online]. 2016, vol.14, n.3, pp.864-897. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i3p0864.

The way in which digital technologies are used by schools in practically every country of the world, has rarely contributed to students’ development of computational thinking. Activities were almost always restricted to the use of what was called the office software, such as word processor or spre - adsheets and, therefore, did not explore computer science concepts, concepts which allow the students to use the computer as a tool to think with and to think about thinking. This has led some countries to change K-12 curricula. This article aims to analyze the different strategies used to exploit computational thinking in K-12 curriculum as well as questions related to teacher training and evaluation. This analysis allowed to classify these strategies into three broad categories: inclusion of Computer Science activities; inclusion of curriculum subjects that exploit computational thinking through the use of technologies for the development of activities, such as games, robotics; and the exploration of the concepts of computational thinking transversally with the curriculum subjects. Also it is possible to understand the professional development required for teachers to develop these activities and how to evaluate students’ development of computational thinking.

Palavras-chave : Educational Technologies; Computer Science; Teaching and Learning Strategies; Computational Doing..

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