Unplugged computational thinking: analysis of the experience with the Pipe project

Abstract

This paper analyzes an experience of creative learning in the developing unplugged computational thinking (PCD) with the Pipe Project based on Jean Piaget's Genetic Epistemology. Inspired by building blocks, Pipe aims to develop students' cognitive skills, enhancing critical thinking in problem solving. The data were obtained through dialogues established in the learning relationships, algorithms created from the proposed activity and photographic records. We highlight the effectiveness of the use of concrete material in the learning process, the importance of playfulness as a mediator between leisure and learning and the development of computational thinking skills in problem solving situations, generating new meanings for knowledge.