Authors:
Tatyane S. C. da Silva
1
;
Jeane C. B. de Melo
2
and
Patricia Tedesco
1
Affiliations:
1
Centro de Informática – Universidade Federal de Pernambuco, Av. Jorn. Aníbal Fernandes, Cidade Universitária, Pernambuco, Brazil
;
2
Department of Computing, Universidade Federal Rural de Pernambuco, Rua Dom Manuel de Medeiros, s/n - Dois Irmãos, Brazil
Keyword(s):
Higher Education, Creative Process, Creativity, Computational Thinking, Programming Education.
Abstract:
Today's society, differentiated by knowledge, is characterized by structural changes that require individuals to act in an innovative, interdisciplinary way and linked to Computational Thinking. This skill stands out for its relevance, included in the list of skills and competencies required of 21st-century professionals. Computational thinking encompasses problem-solving using models, abstractions, organization and decomposition of these elements in an algorithmic way. These elements, in turn, impose on subjects a skill that is not widely explored in traditional teaching-learning processes: creativity. Given this panorama, this article presents a study whose objective is to understand the relationship of the Creative Process in the development of Computational Thinking, to assist the teaching and learning of programming. For this, a Conceptual Model was created, relating the pillars of the Creative Process to solve problems using programming and later applied in a class in the Digit
al Games course, in the Programming discipline. The results point to the relevance of using the Conceptual Model in the cognitive process, indicating that it positively influenced the learning of programming by students, which is reflected in the students' solutions and reports.
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