As the school is a place of culture, oral and material heritage can play an important role in connecting with the past for historical exploration and the development of linguistics. Integrating this work into a disciplinary articulation with computational thinking can be an initiative that promotes meaningful learning and stimulates the development of cognitive and creative problem-solving skills. Based on the current curricular guidelines of the Profile of Students Leaving Compulsory Schooling (Oliveira-Martins et al, 2017) and the Core Learning Frameworks for Environmental Studies (ME, 2018), Maths (ME, 2021) and Portuguese (ME, 2018), we sought to investigate how the different components of computational thinking promote the construction of historical and cultural knowledge experienced by children in the classroom. To this end, lesson plans were drawn up where the articulation of knowledge was the fundamental axis of the learning experiences outlined, with the child being the builder of their own learning, through observation, analysis and decomposition of problems, mobilising knowledge to make decisions and thus building more solid learning.
From a qualitative perspective, this research was carried out in the context of initial teacher training for Professional Master's programmes, based on the triology of planning, intervention and after-action reflection, and on an interpretative process that allowed us to consider the categories of analysis highlighted in the discussion of results. The following categories will be presented in this article: connection of computational thinking with history and culture, connection of computational thinking with the present and the future, stimulation of problem-solving skills with the use of a robot.
The results show that connecting computational thinking with oral and material heritage fosters a reality-simulating environment that makes learning meaningful and gives meaning to curricular content. It also favours interdisciplinary learning in a problem-solving environment in which students understand the past and present of the context in which they live, building knowledge, attitudes and values for life.
Keywords: cultural heritage, computational thinking, skills, interdisciplinarity
References:
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