This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practice...This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.展开更多
The idea that studies about education for engineers should be complemented with micro-politics analysis which is presented in this article. For such, we present a framework to conceptualizing micropolitics and some el...The idea that studies about education for engineers should be complemented with micro-politics analysis which is presented in this article. For such, we present a framework to conceptualizing micropolitics and some elements that show how the micro- and macro-politics are overlapped in any political fact. From this premise, the micro-politics is used to lift some elements of analysis of a particular case of engineering educational process in Brazil, where several dominant behaviors are characterized as violent or repressive behaviors that do not favor the development of technical inventivity, one of fundamental characteristics of the profession. What is argued here is that these behaviors are part of the range of a dominant subjectivity that has as its goal the maintenance of professional subjectivity not to develop in students a critical subjectivity, which must be produced under teaching techniques and pedagogical approaches. To consolidate the micro-politics analysis perspective are cited several statements used in Brazilian engineering education process, which diverts attention from the real reasons for failures in the engineers＂ education. Finally, a report of physics violence inside a Brazilian public institution is cited to illustrate how the coercive institutional power operates in the production of students＇ subjectivity.展开更多
文摘This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.
文摘The idea that studies about education for engineers should be complemented with micro-politics analysis which is presented in this article. For such, we present a framework to conceptualizing micropolitics and some elements that show how the micro- and macro-politics are overlapped in any political fact. From this premise, the micro-politics is used to lift some elements of analysis of a particular case of engineering educational process in Brazil, where several dominant behaviors are characterized as violent or repressive behaviors that do not favor the development of technical inventivity, one of fundamental characteristics of the profession. What is argued here is that these behaviors are part of the range of a dominant subjectivity that has as its goal the maintenance of professional subjectivity not to develop in students a critical subjectivity, which must be produced under teaching techniques and pedagogical approaches. To consolidate the micro-politics analysis perspective are cited several statements used in Brazilian engineering education process, which diverts attention from the real reasons for failures in the engineers＂ education. Finally, a report of physics violence inside a Brazilian public institution is cited to illustrate how the coercive institutional power operates in the production of students＇ subjectivity.
