{"id":41926,"date":"2021-11-12T16:52:45","date_gmt":"2021-11-12T16:52:45","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=41926"},"modified":"2021-11-12T16:52:45","modified_gmt":"2021-11-12T16:52:45","slug":"capitulo-multiple-case-studies-about-robotics-in-compulsory-education-a-contribution-to-changing-policies-in-four-european-countries","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=41926","title":{"rendered":"Cap\u00edtulo | Multiple Case Studies About Robotics in Compulsory Education: A Contribution to Changing Policies in Four European Countries"},"content":{"rendered":"\n
\"\"<\/a><\/figure><\/div>\n\n\n\n

Maria Jos\u00e9 Loureiro (CIDTFF), Cec\u00edlia Vieira Guerra (CIDTFF), Isabel Cabrita (CIDTFF) and Filipe T. Moreira | Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies<\/em>, pp. 100-129<\/strong><\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n\n

\u201cProgramming is fundamental to the development of computational thinking, one of the essential skills for the 21st century. Tangible programming can be a powerful ally of this process from an early age, especially if it supports STEM tasks areas and inclusion. These are the pillars of the TangIn project, under which four qualitative case studies were developed with the aim of to evaluate the lesson plans designed within the scope of the project and the potential of its implementation for the development of the mentioned dimensions. The statistical and content analysis which the questionnaires applied to 43 teachers from Portugal, Spain, Bulgaria, and Latvia were submitted to conclude that students were always very committed and motivated during activities and developed specific and transversal skills related to STEM, including the ability to program and value colleagues, what contributed to its inclusion, regardless of sex and socio-economic conditions.\u201d<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

Este cap\u00edtulo integra o Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies<\/a>, publicado pela IGI Global e editado pelas investigadoras do CIDTFF Maria Jos\u00e9 Loureiro (ccTICua, DEP, UA) e Ana Loureiro (Insitituto Polit\u00e9cnico de Santar\u00e9m) e Hannah Gerber (Sam Houston State University, EUA, e University of South Africa, \u00c1frica do Sul).<\/p>\n\n\n\n

– – – – –<\/strong><\/p>\n\n\n\n

Refer\u00eancia:<\/strong>
Loureiro, M. J., Guerra, C. V., Cabrita, I., & Moreira, F. T. (2022). Multiple Case Studies About Robotics in Compulsory Education: A Contribution to Changing Policies in Four European Countries. In M. Loureiro, A. Loureiro, & H. Gerber (Ed.), Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies<\/em> (pp. 100-129). IGI Global. http:\/\/doi.org\/10.4018\/978-1-7998-8193-3.ch006<\/p>\n","protected":false},"excerpt":{"rendered":"

Maria Jos\u00e9 Loureiro (CIDTFF), Cec\u00edlia Vieira Guerra (CIDTFF), Isabel Cabrita (CIDTFF) and Filipe T. Moreira | Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies, pp. 100-129 Abstract: \u201cProgramming is fundamental to the development of computational thinking, one of the essential skills for the 21st century. Tangible programming can […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[14,35,5],"tags":[],"class_list":["post-41926","post","type-post","status-publish","format-standard","hentry","category-destaques","category-livros-capitulos","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t