Automation of Data Collection in Physics Education and the Development of Computational Thinking: An Analysis of Representations and Practices in Teacher Education Institutions in Portugal and Brazil

• Grant number: 24/21784-4
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: July 02, 2025
• End date: November 01, 2025
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Marcelo Zanotello
• Grantee: Adriana de Andrade
• Supervisor: Carlos Davide da Rocha Azevedo
• Host Institution: Centro de Ciências Naturais e Humanas (CCNH). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
• Institution abroad: Universidade de Aveiro (UA), Portugal
• Associated to the scholarship: 22/04202-6 - The social representations of future physics teachers about data collection automation and computational thinking: a comparative analysis among student discourses and pedagogical projects, BP.DR

Abstract

This study aims to investigate the automation of data collection and the development of Computational Thinking in Physics education through a comparative analysis of the educational practices of Brazilian and Portuguese institutions. The selection of Portuguese universities, particularly the Center for Research in Didactics and Technology in Teacher Training (CIDTFF) at the University of Aveiro, is justified by the significant investment Portugal has made in integrating Digital Information and Communication Technologies (DICT) into educational systems, creating an environment where the automation of data collection is more consolidated. In Brazil, the implementation of these technologies still faces challenges, especially in Public Institutions of Higher Education (PIHE). The research adopts a mixed-methods approach, utilizing questionnaires, semi-structured interviews, and the IRAMUTEQ software for prototypical analysis and the construction of similarity graphs. The theoretical pillars of the study are Moscovici's theory of social representations and Abric's central nucleus theory, providing a deep understanding of the perceptions of physics teaching students regarding the automation of data collection. It is expected that the exchange of experiences between Brazil and Portugal will offer valuable insights for the effective implementation of automation practices in the Physics teaching curricula in Brazil, promoting the development of digital and computational skills among future Physics teachers.