Análise fatorial confirmatória de uma rubrica para avaliar o pensamento algorítmico em estudantes universitários

Autores

DOI:

https://doi.org/10.18861/cied.2024.15.2.3797

Palavras-chave:

pensamento algorítmico, estudantes do ensino superior, avaliação educacional, análise fatorial confirmatória, educação STEAM

Resumo

O pensamento algorítmico é um elemento-chave para que os indivíduos estejam alinhados com a era da computação. Seu estudo é importante não apenas no âmbito da ciência da computação, mas também na didática da matemática e em todos os contextos STEAM. No entanto, apesar de sua importância, faltam pesquisas que o tratem como um construto independente e que validem suas definições operacionais ou rubricas para avaliar seu desenvolvimento em estudantes universitários por meio de análises fatoriais confirmatórias. O objetivo deste artigo é realizar uma validação de construto por meio de análise fatorial confirmatória de uma rubrica para o construto pensamento algorítmico, especificamente para medir seu nível de desenvolvimento em estudantes universitários. É realizada uma análise fatorial confirmatória sobre uma série de modelos baseados em uma definição operacional e uma rubrica previamente apresentadas na literatura. As propriedades psicométricas desses modelos são avaliadas, e a maioria deles é descartada. Ainda são necessárias mais pesquisas para ampliar e consolidar uma definição operacional útil e a rubrica correspondente para avaliar o pensamento algorítmico em estudantes universitários. No entanto, a análise fatorial confirmatória realizada confirma a validade de construto da rubrica, pois esta apresenta propriedades psicométricas muito boas, e conduz a uma definição operacional de pensamento algorítmico composta por quatro componentes: análise do problema, construção do algoritmo, identificação dos casos de entrada, e representação do algoritmo.

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Publicado

2024-10-23

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Navas-López, E. A. (2024). Análise fatorial confirmatória de uma rubrica para avaliar o pensamento algorítmico em estudantes universitários. Cuadernos De Investigación Educativa, 15(2). https://doi.org/10.18861/cied.2024.15.2.3797

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