Anais
Resumo do trabalho
Gestão da Inovação · Inovação: Abordagens Integradas para Projetos e Processos
Título
PROJECT-BASED LEARNING IN PROGRAMMING EDUCATION FOR CHILDREN: A SYSTEMATIC LITERATURE REVIEW
Palavras-chave
Project-Based Learning
Programming Education
Children
Agradecimento:
Ao Instituto de Tecnologia e Liderança.
Autores
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Fernando SantosInstituto de Tecnologia e Liderança
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MARCELO LUIZ DO AMARAL GONCALVESUNIVERSIDADE NOVE DE JULHO (UNINOVE)
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Renato PenhaUNIVERSIDADE NOVE DE JULHO (UNINOVE)
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Gabriel Francisco Pistillo FernandesUNIVERSIDADE NOVE DE JULHO (UNINOVE)
Resumo
Introdução
The contemporary educational landscape demands innovative approaches to prepare students for an increasingly technology-driven world. Project-Based Learning (PBL) emerges as a promising methodology for programming education, particularly for children and teenagers. This pedagogical approach shifts from traditional instruction to experiential learning, where students engage in real-world projects that integrate theoretical knowledge with practical application, fostering 21st-century skills essential for digital literacy and technological competency.
Problema de Pesquisa e Objetivo
The research problem addresses the gap between traditional programming education methods and the evolving needs of digital-native learners. This study investigates: How can project-based learning (PBL) be used as a programming teaching methodology for children? The primary objective is to identify pedagogical practices that stimulate the development of technological knowledge while aligning with contemporary educational demands, ultimately enhancing student engagement and preparing learners for the challenges of the digital economy and technological innovation.
Fundamentação Teórica
Project-Based Learning represents a constructivist educational framework where students acquire knowledge through active exploration and creation of meaningful projects. In programming education, PBL aligns with computational thinking principles, encouraging problem-solving, algorithm design, and logical reasoning. This methodology bridges theoretical concepts with practical application, enabling students to develop not only coding skills but also creativity, collaboration, and critical thinking abilities essential for technological literacy in the modern educational context.
Discussão
The findings reveal that PBL significantly enhances programming education by promoting creativity, critical thinking, and student engagement. This methodology effectively integrates theory and practice, facilitating contextualized learning that prepares students for the digital job market. However, implementation challenges include adapting traditional curricula and ensuring adequate teacher training. These barriers highlight the need for comprehensive educational reforms and professional development programs to support effective PBL integration in programming instruction.
Conclusão
Project-Based Learning demonstrates significant potential for transforming programming education for young learners. The methodology successfully develops essential 21st-century skills while maintaining student engagement and motivation. Despite implementation challenges related to curriculum adaptation and teacher preparation, PBL offers a viable pathway for modernizing programming instruction. The integration of theoretical knowledge with practical application through project-based approaches represents a fundamental shift toward more effective technological education methodologies.
Contribuição / Impacto
This research provides educators with evidence-based guidelines for structuring curricula that integrate PBL into programming education, encouraging student autonomy and technical skill development from early educational stages. The study innovates by connecting PBL methodology to programming instruction, addressing the growing need for technological training in basic education. These findings contribute to pedagogical practice by offering frameworks for implementing engaging, practical approaches to computational education in an increasingly digital world.
Referências Bibliográficas
This systematic literature review synthesized evidence from 51 peer-reviewed academic journals papers focusing on Project-Based Learning and programming education. The review encompassed studies published in major educational technology journals, computational education conferences, and interdisciplinary research platforms. The methodology involved critical analysis of empirical studies, theoretical frameworks, and case studies examining PBL implementation in various educational contexts and age groups.