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Advisor(s)
Abstract(s)
A Inteligência Artificial (IA) é um dos temas mais emergentes da sociedade atual. São vários os indicadores das tendências tecnológicas mundiais para o futuro, que apontam a ascensão da IA dando-nos, assim, orientações para nos prepararmos para esta transformação digital. A escola tem como missão preparar os alunos para o futuro, por isso, já são várias as organizações a nível mundial que constatam a necessidade de se desenvolverem competências para o conhecimento e compreensão da IA. É frequentemente assinalado um desfasamento entre os currículos atuais e as competências necessárias para o futuro. Para colmatar esta necessidade questionamo-nos como é que este tema deve ser introduzido no 1º Ciclo do Ensino Básico (CEB) e propusemo-nos investigar e criar práticas educativas de IA adaptadas a este nível de ensino. A metodologia utilizada foi o estudo de caso. O estudo incidiu numa turma do 4º ano, de uma escola do ensino público, na zona do Minho. Neste estudo propusemo-nos i) compreender a necessidade da emergência de uma escola de competências; ii) compreender as potencialidades da IA na sociedade atual e futura; iii) analisar a importância da IA em contexto educativo; iv) caracterizar as preconceções dos alunos sobre a IA; v) analisar o envolvimento dos alunos e competências desenvolvidas na realização das atividades e vi) Analisar a evolução das conceções dos alunos sobre a IA. Após a revisão de literatura, a parte prática do estudo desenvolveu-se em quatro fases distintas: numa primeira fase procedeu-se ao levantamento das preconceções dos alunos sobre o tema, na fase seguinte foram realizadas atividades para que os alunos adquirissem conhecimentos sobre a temática; na terceira fase, os alunos criaram conteúdos de aprendizagem com recurso à IA, recorrendo às extensões de IA do PictoBlox e na última fase do estudo, realizou-se a verificação das competências adquiridas ao longo da implementação das atividades associadas à IA. No final da investigação, podemos referir que, os materiais criados e as atividades promovidas, fizeram com que os alunos adquirissem conhecimentos sobre a IA, adaptados ao seu ano de escolaridade. Na realização das atividades de IA, os níveis de competência, autonomia e colaboração, aumentaram. Os alunos revelaram motivação e criatividade na produção dos seus trabalhos. Em síntese, com este estudo conseguimos demonstrar que é possível introduzir a IA em contextos de aprendizagem no 1º CEB. Dada a pertinência deste tema, os resultados deste estudo poderão interessar a professores, alunos a até a entidades ministeriais que queiram criar políticas para a integração da IA nos currículos do 1.º CEB.
Artificial Intelligence (AI) is one of the most emerging topics in today's society. There are several indicators of global technological trends for the future, which point to the rise of AI thus giving us guidelines to prepare for this digital transformation. The school has the mission to prepare students for the future, so there are already several organisations worldwide that see the need to develop skills for knowledge and understanding of AI. A gap between current curricula and the skills needed for the future is often pointed out. To fill this need we questioned how this subject should be introduced in the 1st Cycle of Basic Education and proposed to investigate and create AI educational practices adapted to this level of education. The methodology used was a case study. The study focused on a 4th grade class, of a public school, in the Minho area. In this study we proposed to i) understand the need for the emergence of a school of competencies; ii) understand the potential of the AI in the current and future society; iii) analyse the importance of the AI in the educational context; iv) characterize the students' preconceptions about the AI; v) analyse the students' involvement and skills developed in carrying out the activities and vi) analyse the evolution of the students' conceptions about the AI. After the literature review, the practical part of the study was developed in four distinct phases: in the first phase, the students' preconceptions about the topic were collected; in the second phase, activities were performed so that students acquired knowledge about the topic; in the third phase, students created learning contents using the AI, by resorting to the PictoBlox AI extensions; and in the last phase of the study, the acquired skills were verified during the implementation of the activities associated with the AI. At the end of the research, we can refer that, the materials created and the activities promoted, made the students acquire knowledge about the AI, adapted to their year of schooling. In carrying out the AI activities, the levels of competence, autonomy and collaboration increased. The students showed motivation and creativity in the production of their work. In summary, with this study we were able to demonstrate that it is possible to introduce the AI in learning contexts in the 1st Cycle of Basic Education. Given the relevance of this theme, the results of this study may be of interest to teachers, students and even to ministerial entities that want to create policies for the integration of AI in the 1st Cycle of Basic Education curricula.
Artificial Intelligence (AI) is one of the most emerging topics in today's society. There are several indicators of global technological trends for the future, which point to the rise of AI thus giving us guidelines to prepare for this digital transformation. The school has the mission to prepare students for the future, so there are already several organisations worldwide that see the need to develop skills for knowledge and understanding of AI. A gap between current curricula and the skills needed for the future is often pointed out. To fill this need we questioned how this subject should be introduced in the 1st Cycle of Basic Education and proposed to investigate and create AI educational practices adapted to this level of education. The methodology used was a case study. The study focused on a 4th grade class, of a public school, in the Minho area. In this study we proposed to i) understand the need for the emergence of a school of competencies; ii) understand the potential of the AI in the current and future society; iii) analyse the importance of the AI in the educational context; iv) characterize the students' preconceptions about the AI; v) analyse the students' involvement and skills developed in carrying out the activities and vi) analyse the evolution of the students' conceptions about the AI. After the literature review, the practical part of the study was developed in four distinct phases: in the first phase, the students' preconceptions about the topic were collected; in the second phase, activities were performed so that students acquired knowledge about the topic; in the third phase, students created learning contents using the AI, by resorting to the PictoBlox AI extensions; and in the last phase of the study, the acquired skills were verified during the implementation of the activities associated with the AI. At the end of the research, we can refer that, the materials created and the activities promoted, made the students acquire knowledge about the AI, adapted to their year of schooling. In carrying out the AI activities, the levels of competence, autonomy and collaboration increased. The students showed motivation and creativity in the production of their work. In summary, with this study we were able to demonstrate that it is possible to introduce the AI in learning contexts in the 1st Cycle of Basic Education. Given the relevance of this theme, the results of this study may be of interest to teachers, students and even to ministerial entities that want to create policies for the integration of AI in the 1st Cycle of Basic Education curricula.
Description
Keywords
Inteligência artificial Tecnologias digitais Competências digitais PictoBlox Educação Básica 1.º Ciclo do Ensino Básico