Innovation, engineering and entrepreneurship

Lecture Notes in Electrical Engineering 505 José Machado · Filomena Soares Germano Veiga Editors Innovation, Engineering and Entrepreneurship Lecture Notes in Electrical Engineering Volume 505 Board of Series editors Leopoldo Angrisani, Napoli, Italy Marco Arteaga, Coyoacán, México Bijaya Ketan Panigrahi, New Delhi, India Samarjit Chakraborty, München, Germany Jiming Chen, Hangzhou, P.R China Shanben Chen, Shanghai, China Tan Kay Chen, Singapore, Singapore Rüdiger Dillmann, Karlsruhe, Germany Haibin Duan, Beijing, China Gianluigi Ferrari, Parma, Italy Manuel Ferre, Madrid, Spain Sandra Hirche, München, Germany Faryar Jabbari, Irvine, USA Limin Jia, Beijing, China Janusz Kacprzyk, Warsaw, Poland Alaa Khamis, New Cairo City, Egypt Torsten Kroeger, Stanford, USA Qilian Liang, Arlington, USA Tan Cher Ming, Singapore, Singapore Wolfgang Minker, Ulm, Germany Pradeep Misra, Dayton, USA Sebastian Möller, Berlin, Germany Subhas Mukhopadyay, Palmerston North, New Zealand Cun-Zheng Ning, Tempe, USA Toyoaki Nishida, Kyoto, Japan Federica Pascucci, Roma, Italy Yong Qin, Beijing, China Gan Woon Seng, Singapore, Singapore Germano Veiga, Porto, Portugal Haitao Wu, Beijing, China Junjie James Zhang, Charlotte, USA ** Indexing: The books of this series are submitted to ISI Proceedings, EI-Compendex, SCOPUS, MetaPress, Springerlink ** Lecture Notes in Electrical Engineering (LNEE) is a book series which reports the latest research and developments in Electrical Engineering, namely: • • • • • • Communication, Networks, and Information Theory Computer Engineering Signal, Image, Speech and Information Processing Circuits and Systems Bioengineering Engineering The audience for the books in LNEE consists of advanced level students, researchers, and industry professionals working at the forefront of their fields Much like Springer’s other Lecture Notes series, LNEE will be distributed through Springer’s print and electronic publishing channels For general information about this series, 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Computing; Philosophy of Modern Science and Technologies; Mechanical Engineering; Ocean and Naval Engineering; Water Management & Technology) (christoph.baumann@springer.com) (Heat and Mass Transfer, Signal Processing and Telecommunications, and Solid and Fluid Mechanics, and Engineering Materials) North America: Michael Luby, Editor (michael.luby@springer.com) (Mechanics; Materials) More information about this series at http://www.springer.com/series/7818 José Machado Filomena Soares Germano Veiga • Editors Innovation, Engineering and Entrepreneurship 123 Editors José Machado School of Engineering University of Minho Guimarães Portugal Germano Veiga Faculty of Engineering University of Porto Porto Portugal Filomena Soares School of Engineering University of Minho Guimarães Portugal ISSN 1876-1100 ISSN 1876-1119 (electronic) Lecture Notes in Electrical Engineering ISBN 978-3-319-91333-9 ISBN 978-3-319-91334-6 (eBook) https://doi.org/10.1007/978-3-319-91334-6 Library of Congress Control Number: 2018942336 © Springer International Publishing AG, part of Springer Nature 2019 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations Printed on acid-free paper This Springer imprint is published by the registered company Springer International Publishing AG part of Springer Nature The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface The emergence of new business models based on innovation, cooperation networks and the enhancement of endogenous resources are assumed to be a strong contribution to the development of competitive economies Regional Helix 2018 was an event that, according to the Smart Entrepreneurial Ecosystems logic, was based on not only purely academic but also technological and entrepreneurial dimensions, across the most diverse sectors of activity The objective of this conference was to show the set of entrepreneurial and infrastructural capacities as well as to transmit to all participants an overview about potentiating the foundations for the creation of networks of knowledge and entrepreneurial cooperation, involving Engineering, Innovation and Entrepreneurship stakeholders This edition of the Regional Helix 2018 conference, the 3rd conference in the successful series of conferences on Innovation, Engineering and Entrepreneurship, was organized at School of Engineering of University of Minho, by MEtRICs and Algoritmi Research Centres This edition was especially focused on Knowledge and Technology Transfer from Academia to Industry and Society, highlighting and proposing solutions for some main problems related to industrial and societal challenges, having as main target the creation of added value for real economy A wide range of topics were covered by the papers published in this volume They were distributed among the topics: Control, Automation and Robotics; Mechatronics Design, Medical Devices and Well-being; Cyber-Physical Systems, IoT and Industry 4.0; Innovations in Industrial Context and Advanced Manufacturing; New Trends in Mechanical Systems Development; Advanced Materials and Innovative Applications; Waste to Energy and Sustainable Environment; Operational Research and Industrial Mathematics; Innovation and Collaborative Arrangements; Entrepreneurship and Internationalization; and Oriented Education for Innovation, Engineering and/or Entrepreneurship We would like to thank the support of the Organizing Committee and the invaluable contributions of the Scientific Committee members, external reviewers, invited speakers and session chairs A special appreciation is given to Springer’s v vi Preface team who support this edition Last but not least, we want to thank the authors, for whom and by whom this event was made to happen The 224 papers submitted to the conference were peer-reviewed by the Scientific Committee Based on the reviewers’ ratings, 160 submissions were accepted for publication after following the reviewers’ recommendations We believe that the papers in this volume show expressively how Innovation, Engineering and Entrepreneurship can be used to support the scientific community José Machado Filomena Soares Germano Veiga Organization Steering Committee Luís Farinha Domingos Santos (CEDER Coordinator) João Ferreira (NECE Coordinator) José Machado Polytechnic Institute of Castelo Branco/University of Beira Interior Polytechnic Institute of Castelo Branco University of Beira Interior University of Minho Organizing Committee General Conference Chair José Machado University of Minho/MEtRICs Research Centre Conference Vice-chair Filomena Soares University of Minho/Algoritmi Research Centre Local Organizing Committee Cândida Vilarinho Celina P Leão Demétrio Matos Filomena Soares Joóo Pedro Mendonỗa Jorge Cunha University University University University University University of of of of of of Minho/MEtRICs Research Centre Minho/Algoritmi Research Centre Minho/MEtRICs Research Centre Minho/Algoritmi Research Centre Minho/MEtRICs Research Centre Minho/Algoritmi Research Centre vii viii José Machado José Meireles Leonilde Varela Vítor Carvalho Organization University University University University of of of of Minho/MEtRICs Research Centre Minho/MEtRICs Research Centre Minho/Algoritmi Research Centre Minho/Algoritmi Research Centre International Scientific Committee Adam Hamrol Adina Astilean Alain Fayolle Aldina Correia Alexandra Braga Aminul Islam Andrộ Catarino Arminda Paỗo Artur Rosa Pires Aurora Teixeira Bernardo Providência Björn Asheim Bożena Skołud Camelia Avram Carina Guimarães Carla Marques Carlos Rodrigues Caroline Loss Catarina Moura Catarina Sales Celina P Leão Christian Brackmann Clara Cruz Santos Cristina Broega Cristina Estevão Cristina Fernandes Cristina Figueiredo Damian Krenczyk Dariuz Sedziak David Rodeiro-Pazos David Urbano Dinis Leitão Domingo Ribeiro Soriano Domingos Santos Politechnika Poznańska, Poland Universitatea Tehnica din Cluj-Napoca, Romania EMLYON Business School, France Polytechnic Institute of Porto, Portugal Polytechnic Institute of Porto, Portugal Technical University of Denmark, Denmark University of Minho, Portugal University of Beira Interior, Portugal University of Aveiro, Portugal University of Porto, Portugal University of Minho, Portugal Lund University, Sweden Politechnika Śląska, Poland Universitatea Tehnica din Cluj-Napoca, Romania University of Beira Interior, Portugal University of Trás-os-Montes e Alto Douro, Portugal University of Aveiro, Portugal University of Beira Interior, Portugal University of Beira Interior, Portugal University of Beira Interior, Portugal University of Minho, Portugal Institute of Education, Science and Technology Farroupilha (IFFAR), Brazil University of Coimbra, Portugal University of Minho, Portugal Polytechnic Institute of Castelo Branco, Portugal Polytechnic Institute of Castelo Branco, Portugal University of Lisbon, Portugal Politechnika Śląska, Poland Politechnika Poznańska, Poland University of Santiago de Compostela, Spain Autonomous University of Barcelona, Spain University of Minho, Portugal University of Valência, Spain Polytechnic Institute of Castelo Branco, Portugal Organization Dumitru Olaru Eduardo Perondi Eliana Silva Elias C Carayannis Elsa Montenegro Erika Ottaviano Eurico Seabra Fernando Ferreira Filomena Soares Flávio Almeida Francisco Duarte František Gazdoš Gábor Páy Géza Husi Gianni Montagna Gintaras Dervinis Gheorghe Gheorghe Gheorghe Popan Gheorghe Prisacaru Gilberto Santos Guilherme Kunz Hans Georg Gemünden Hans Landström Helder Carvalho Helena Alves Helen Lawton Smith Isabel de Sousa Isabel Gouveia Jan Hosek Jiří Vojtěšek Joana Cunha Jỗo J Ferreira João Matias John Parm Ulhøi João Paulo Coelho Marques Joóo Pedro Mendonỗa ix University of Iasi, Romania Universidade Federal Rio Grande Sul, Brazil Polytechnic Institute of Porto, Portugal The George Washington University, USA Higher School of Social Work, Porto, Portugal Università degli Studi di Cassino e del Lazio Meridionale, Italy University of Minho, Portugal ISCTE Business School, Portugal University of Minho, Portugal IADE–Universidade Europeia | University of Beira Interior, Portugal Bosch Car Multimedia, Portugal Tomas Bata University in Zlín, Czech Republic University of Nyíregyháza, Hungary Debreceni Egyetem, Hungary University of Lisbon, Portugal Kaunas University of Technology, Lithuania National Institute of Research and Development in Mechatronics and Measurement Technique, Romania National Institute of Research and Development in Mechatronics and Measurement Technique, Romania University of Iasi, Romania Polytechnic Institute of Cávado and Ave, Portugal Unioeste Paraná, Brazil Norwegian Business School, Norway Lund University, Sweden University of Minho, Portugal University of Beira Interior, Portugal Birkbeck, University of London, UK Lusíada University, Portugal University of Beira Interior, Portugal Czech Technical University in Prague, Czech Republic Tomas Bata University in Zlín, Czech Republic University of Minho, Portugal University of Beira Interior, Portugal University of Aveiro, Portugal Aarhus University, Denmark Polytechnic Institute of Coimbra, Portugal University of Minho, Portugal Turning Knowledge into Business Ideas 1157 On the one hand, as can be seen in Fig 1, the typology of ideas and the development of products are more related to the areas of health sciences, architecture and management On the other hand, services are linked to the areas of arts, law, geography and social sciences Regarding the cases where product and services are combined, the prevalent areas are engineering, management and communication sciences Furthermore, considering gender and age, the promoters that have been developing their projects in the IdeaLab appear to be a good sample of the people that participate in these programs of business acceleration Throughout the various editions of the IdeaLab there has been a significant majority of male participants (67%) and in every three entrepreneurs, two are 20 to 40 years old Taking into consideration the number and type of companies created it is important to highlight some interesting results (Fig 2) Fig Number of companies created per edition of IdeaLab The areas of activity of the companies are based on: Biological Engineering; Biology; Biotechnology; Catering & Restaurant; Digital Marketing; Education; Electronics; Food Engineering; Geography; Informatics; Mechanical Engineering; Molecular Biology; Nanotechnology; Neuroscience; Optometry; Physiotherapy; Polymers; Product design; Psychology; Law; Social Communication; Sociology; Textiles; Transportation and Logistics and Web Design Of these areas, those that create more companies are associated to Biological Engineering, Biotechnology and Informatics, this means, technological and intensive knowledge companies The number of promoters per company tends to be on average two per team and the knowledge profile of the promoters of these entrepreneurial projects is more related to their academic background, as well as to the results and research processes developed within the University of Minho Compared with other editions of IdeaLab, the 4th and 8th editions resulted in a larger number of companies This means that of the 15 business ideas presented in each of the editions, seven companies were created However, the average time span 1158 H Moura et al between participation in the IdeaLab and the creation of the company is about one to two years In addition, and although in the 9th, 10th and 11th editions no companies were formally constituted, at least one team per edition continues to work on their business idea, essentially on technical aspects and prototyping The ideas that result in new companies are related to the type of idea, the state of maturity of the idea, the ideas’ market potential and, most importantly, the willingness of promoters to start a business Conclusions Business accelerators play an important role in economic development They are relevant in the promotion of entrepreneurship, by providing education and training in entrepreneurship and promoting activities that develop entrepreneurial skills in the promotors of the ideas TecMinho’s Laboratory of Business Ideas is an initiative that aims to define an integrated strategy to stimulate entrepreneurship at the University of Minho This initiative is capable of developing entrepreneurial skills in its students and promoting entrepreneurship as an attractive career alternative This initiative combines training and mentoring, theoretical and practical components (Start-up workshops and Pre-Incubation) It also allows the testing and development of innovative and differentiated business models and acquisition of entrepreneurial skills with the support of a team of specialized consultants If, on the one hand, technology-based companies generate products with high added value that facilitate their sustainability in an increasingly global economy On the other hand, the significant changes that are occurring in the world of work seem to appeal to the development of the individuals’ attitudes, values and skills favourable to the practical and proactive search for solutions to technical, economic or social problems, as well as the identification, analysis, planning, development and implementation of marketable products or services Acknowledgements This work has been supported by COMPETE: POCI-01-0145-FEDER007043 and FCT Fundaỗóo para a Ciência e Tecnologia within the Project Scope: UID/ CEC/00319/2013 References Katz, J.A.: The chronology and intellectual trajectory of American entrepreneurship education 1876–1999 J Bus Ventur 18(2), 283–300 (2003) Peterman, N., Kennedy, J.: Enterprise education: influencing students’ perceptions of entrepreneurship Entrep – Theor Pract 28(2), 129–144 (2003) Etzkowitz, H.: Research groups as ‘quasi-firms’: the invention of the entrepreneurial university Res Policy 32(1), 109–121 (2003) Stevens, G., Burley, J.: Piloting the rocket of radical innovation Res Technol Manag 46, 16–25 (2003) Turning Knowledge into Business Ideas 1159 Cohen, S.: What accelerators do? insights from incubators and angels Innovations 8(3/4), 19–25 (2013) Burgers, J., Van Den Bosch, F.A.J., Henk, W., Volberda, H.W.: Why new business development projects fail: coping with the differences of technological versus market knowledge Long Range Plan 41(1), 55–73 (2008) Scratch – Beginners Programming Course in 3rd Year of Primary School António Marques1, Carina Guimarães1(&), and Ana Salgado2 Universidade da Beira Interior, Estrada Sineiro, 6200-209 Covilhã, Portugal {antonio.marques,scmg}@ubi.pt Escola Superior de Saúde Porto – P.Porto, Rua Dr António Bernardino de Almeida, 400, 4200-072 Porto, Portugal ais@ess.ipp.pt Abstract In the 2015/2016 academic year, Portugal’s General Directorate of Education launched the pilot project IP1 – Beginners Programming in Primary School, addressing the goal that students learn to program and with this experience develop cognitive and social skills Programming is becoming popular in different levels of school in many countries due to its numerous advantages such as the development of competences for problem solving, divergent ways of thinking, creativity, communication and group work The work presented here is an initial work, implemented within the frame of a doctoral degree project that describes a program of 21 fifty-minute sessions’, using Scratch tools, designed to develop the computational thinking of students in the third year of primary school This paper also describes the instruments that will be built to evaluate the program’s effectiveness This program can be a pedagogical reference for implementation of project IP1 in other primary schools Final considerations will be raised about future steps Keywords: Computational thinking Á Primary school Á Intervention programs Introduction Nowadays, any service or product that we consume interrelates with, whether directly or indirectly, some process or decision determined by a computer chip Almost everyone, irrespective of their age, needs some basic technological knowledge Some authors [1, 2] maintain that computational thinking is literacy for the 21st century With this technology so very present, a new learning profile is appearing, the so called “digital native”, a person who is accustomed to working on various tasks simultaneously, with easy and fast access to information, interconnected via networks and based on immediate and frequent gratifications [3] Since a very high percentage of professions require digital competences [4] people should not act only as consumers, they also need to be creators Countless education reports point in this direction [5] The contribution of technology to educational context is not only necessary but also an unmistakeable reality for our schools © Springer International Publishing AG, part of Springer Nature 2019 J Machado et al (Eds.): HELIX 2018, LNEE 505, pp 1160–1166, 2019 https://doi.org/10.1007/978-3-319-91334-6_160 Scratch – Beginners Programming Course in 3rd Year of Primary School 1161 Despite Papert [6] having introduced a programming language for educational purposes and transferable to other spheres of life in 1980, it was only in 2006 that Jeannette Wing popularize the term “computational thinking” and set out the necessary theoretical framework This concept “involves solving problems, designing systems, and understanding human behaviour, by drawing on the concepts fundamental to computer science” [7] Multiple definitions and updates were to follow in search of a consensus that is still lacking in the field [8] One the most consensual definition of CT – computational thinking, include the “creative, critical and strategic human capacity to know how to use the fundamentals of computing in the most diverse areas of knowledge, with the purpose of identifying and resolving problems, whether individually or collaboratively, through clear steps, so that either a person or a machine may execute them efficiently” [9] For the majority of people, programming and coding are perceived as complex actions based on what are considered to be advanced levels of technological knowledge and thus accessible only those with certain abilities However, a number of authors defend an opposing idea Papert [6], for example, advocates that programming languages should have different levels, from the simple to the complex, and thus be accessible to all The increasing number of programming languages, such as Scratch [10] or Alice [11], free and user friendly, easier to grasp and begin using, raises the interest of programming among pre university level In recent years, primary and secondary schools, mainly all in Anglo-Saxon countries, have embarked on initiatives striving to introduce CT Worldwide, school curricula have been updated in this field to include students at younger ages via an enormous variety of educational interventions [12, 13] Valente [14] systematized these as follows: (a) activities without resource of technologies; (b) programming in Scratch; (c) pedagogical robotics; (d) producing digital narratives; (e) designing games and (f) using of simulators However, even though these technologies are diverse and susceptible to multiple applications, these interventions frequently emerge as sporadic or they only target an elite group or they lack overall intentionality In Portugal the most recent initiatives launched by the Ministry of Education and Science in this field include the pilot project “Beginners Programming in Primary School and the inventory and support for Programming and Robotics Clubs existing nationwide” [15] However, the literature states that there are only occasional studies on such interventions in K12 school contexts (pre-university) [8] and that these studies are especially rare in primary school [16] In Brazil, Campos and his colleagues [17] carried out one of the first attempts to measure improvements to CT, through pre- and post-testing The results did not return any statistically significant improvement but the activities were described as gratifying In Spain, Roman [18] developed a CT test with 28 items with four response choices for a 45 test for school children aged between 12 and 13 Faber and his colleagues [19] developed a six-session program in 26 primary school establishments in the Netherlands and received positive feedback from teachers and students but there was no metric for participants’ levels of satisfaction or statistical data on changes in CT performance standards 1162 A Marques et al Specifically in Portugal, there have been diverse studies carried out to evaluate the IP1 program in order to boost the effectiveness of future proposals [15] The conclusions convey a very positive general evaluation by school headmasters, teachers and school initiative coordinators with regard to the level of attainment of the project goals and also highlighted the importance of the guidelines drawn up, which helped reinforce the continuity of the program However, Ramos and Espadeiro [15] remind us of the need to evaluate the impact of these programs in terms of the changes in student competences and knowledge In accordance with this framework, this study seeks to describe a program fostering CT and to analyse its effectiveness Program_Scratch The program presented here stems from the pilot project “Beginners Programming in Primary School” [20], run by the GDE - General Directorate of Education, as an intervention proposal for a field that is integrated into the education program of a number of schools through recourse to the Scratch programming application (3rd and 4th years) The literature details various ways of applying Scratch to different levels of teaching [21] and, in terms of the challenges set by the pilot project, each teacher and school established their own interventions What occurred in practice was that in many schools, the program featured some random activities, detached from the theoretical framework that would have endowed them with meaning or coherence Another issue was that there were are also many teachers engaged who lacked any sort of guide for orienting their work, and consequently were unable to evaluate the effectiveness of their interventions In order to avoid these problems, a group of five computer teachers (one is author of this paper), who are developing the pilot project in 3rd year of primary school, designed originally this program which intends to guide the work of teaching programming in partnership with teachers from other subject areas (see Table 1) The program to foster computational thinking among participants students follow literature review, guidelines handed down by the Ministry of Education (ME) for the program and the curricular targets to be attained by third year students Specific goals (e.g activities planning, symbolic representation) and soft skills (e.g group work, communication) proposed by ME are also integrated These 21 sessions, 50 each, through use of the Scratch tools (e.g characters, stages, scenarios, movements, sound, sensors, etc.) allow students to develop fundamental concepts in the field of programming such as sequences, parallel operations, events, decision conditions/structures, cycles, operators, data/variables, and simple functions, among others According to Callear [22] when teaching programming is relevant to: (a) slow pace teaching to facilitate the concepts integration; (b) teach one by one topic to avoid confusions; (c) review previous topics and (d) sort the subjects by degree of difficulty These principles guided this specific program The training is planned around exercises with increasing levels of difficulty (most of the times with the introduction of new blocks of code, which are explored at the Scratch – Beginners Programming Course in 3rd Year of Primary School 1163 Table Program general plan beginning of each session) and in their majority, ended with options that students have to analyse, often by breaking down the problem into smaller sections in order to arrive their best decision This allows students to consolidate the knowledge that they have thus far acquired and to develop problem-solving strategies 1164 A Marques et al Evaluation of Program Effectiveness Several instruments will be use to evaluate the effectiveness of the program The Computational Thinking Test, originally developed by Roman [18] for application in Spain involves measuring the level of CT development with a focus on the fundamental concepts of programming such as sequences and repetitions The adaptation and validation of the Portuguese version will be done within the scope of this work (with both experts and prior pilot studies) In Brazil, there have also been psychometric studies applying this test [23, 24] The test contains 28 exercises: four questions about simple sequences; four questions about the cycle of repetition, by the number of times; four questions about the cycle and repetition through to a determined condition; four questions about simple conditions, (condition – action); four questions about conditions composed (condition – action – exception); four questions about the cycle of repetition as a condition for verification; and four questions about simple functions so as to divide a problem by grouping tasks The level of complexity and difficulty of the exercises rises throughout the test and always presents four response options (A, B, C and D), of which only one is correct The test lasts for 45 and begins with three practice exercises Carrying out this test also explores the capacity to formulate and resolve problems either directly or in phased approaches Self-efficacy in Computational Thinking is measured through a specific scale developed by the authors in accordance with the literature [e.g 25] The scale evaluates participant perceptions in regard to their competences in the computer science field (e.g “I know how to symbolically represent sequences of actions for activities”) with responses made according to a five-point Likert scale (1 – totally disagree to – totally agree) Validation for the portuguese population shall comply with all the requirements for its appropriate application In addition, sociodemographic data (e.g academic qualifications of parents) as well as a technology user information (e.g “Do you use a computer daily?”) were also collected The data gathering process also extends to the participants’ academic records in three subjects: Portuguese, Mathematics and Environmental Studies We would further add that evaluating the program’s efficiency spans two phases: pre (M1) and post (M2) application into two groups of students Final Considerations Computational thinking in education is, to some extent, an inevitable trend There are various studies demonstrating how students with training and education in programming are better prepared for future daily professional tasks and challenges [10] Based on their study findings, Sáez-López and Sevillano-García [21] recommend that those responsible for education policies integrate them into primary school teaching programs and into subject areas of art, music and technology However, such practices are not always reflective and intentional, and very often the teaching of programming languages teaching only a very reduced number of students or only happens on an occasional basis The IP1, proposed by the ME, is an opportunity for Scratch – Beginners Programming Course in 3rd Year of Primary School 1165 schools to develop structured CT programs However, according to literature [e.g 16], is also important to assess these programs, in areas like computational thinking skills and their impact on learning important evaluate this programs Therefore, this paper is only one first step, within the frame of a doctoral degree project doctoral, presenting one program and their process of evaluation In the near future authors will be obtained the authorizations from the respective School Board and parents of the children participated (3rd and 4th years of primary school) in two studies: evaluation of program and psychometric study of instruments After gathering all data, statistical analysis of the instruments and the program will be carried out according to the goals defined The results and discussion will continue to be just a small contribution towards building knowledge in this area More research is clearly required to establish how to teach children use programming tools and how they influence their development (e.g problem-solving and computational thinking abilities) References Heintz, F., Mannila, L., Farnqvist, T.: A review of models for introducing computational thinking, computer science and computing in K–12 education In: Frontiers in Education Conference (FIE), pp 1–9, Erie, US (2016) Rose, S., Habgood, J., Jay, T.: An exploration of the role of visual programming tools in the development of young children’s computational thinking Electron J e-Learning 15, 297– 309 (2017) Prensky, M.: Digital natives, digital immigrants Horizon 9(5), 1–6 (2001) European Commission E-Skills for Jobs in Europe: measuring progress and moving ahead http://eskills-monitor2013.eu/results/ Accessed 12 Dec 2017 Johnson, L., Becker, S., Estrada, V., Freeman, A.: NMC Horizon Report: 2014 K-12 Edition Austin, Texas: The New Media Consortium https://www.learntechlib.org/p/ 147472/ Accessed Feb 2018 Papert, S.: Mindstorms: Children, Computers, and Powerful Ideas Basic Books, New York (1980) Wing, J.: Computational thinking Commun ACM 49(3), 33–36 (2006) Grover, S., Pea, R.: Computational thinking in K-12: a review of the state of the field Educ Res 42(1), 38–43 (2013) Kurshan, B.: Thawing from a long winter in computer science education Forbes, pp 1–2 (2016) 10 Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., Kafai, Y.: Scratch: programming for all Commun ACM 52(11), 60–67 (2009) 11 Graczyńska, E.: ALICE as a tool for programming at schools Natural Sci 2(2), 124–129 (2010) 12 Lye, S.Y., Koh, J.H.L.: Review on teaching and learning of computational thinking through programming: What is next for K-12? Comput Hum Behav 41, 51–61 (2014) 13 Bers, M.I., Flannery, L., Kazakoff, E.R., Sullivan, A.: Computational thinking and tinkering: exploration of an early childhood robotics curriculum Comput Educ 72, 145–157 (2014) 14 Valente, J.: A Integraỗóo Pensamento Computacional no Currớculo da Educaỗóo Bỏsica: Diferentes Estratộgias Usadas e Questừes de Formaỗóo de Professores e Avaliaỗóo Aluno Revista e-Curriculum, vol 14(3) https://revistas.pucsp.br/index.php/curriculum/article/ view/29051 Accessed 12 Dec 2017 1166 A Marques et al 15 Ramos, J.L., Espadeiro, R.G.: Iniciaỗóo Programaỗóo no 1. 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Brackmann, C.P.: Desenvolvimento pensamento computacional através de atividades desplugadas na educaỗóo bỏsica Tese de doutoramento, Universidade Federal Rio Grande Sul (2017) 25 Joet, G., Usher, E., Bressoux, P.: Sources of self-efficacy: an investigation of elementary school students in France J Educ Psychol 103(3), 649–663 (2011) Author Index A Abranches, Margarida, 206 Abreu, Cristiano, 568 Abreu, José, 771 Afghan, Syeda Adila, 60, 67 Afonso, Paulo, 1153 Al-Janabi, Dahlia, 277 Almeida, Joana, 354 Almusawi, Husam, 60, 67 Alonso, Joaquim Mamede, 626 Alvarez-Gonzalez, Luis Ignacio, 946 Alves, Liliana, 471 Alves, Madalena, 626 Alves, Nélson Ferreira, 779 Alves, Octávio, 619, 648, 655 Alves, Ricardo, 743 Alves, Victor, 10 Amaro, Bruno, 39 Andrade, Carina, 1104 Antosz, Katarzyna, 361, 369 Arantes, Carlos, 32 Araújo, Emilia, 849 Araújo, Jorge, 641, 712 Araújo, Madalena, 522 Araújo, Ricardo, 323 Arezes, Pedro, 158 Arruda, Luisa M., 192 Astilean, Adina, 307 Avram, Camelia, 307 Avram, Mihai, 464 Azevedo, José, 568 B Baltazar, Luiz Fernando, 863 Baptista, Sara, 339, 793 Barbosa, Catarina, 1118 Barot, Tomas, 75 Bastos, J., 339 Benchea, Marcelin, 547 Bernardo, Pedro, 588 Berne, Davi, 898, 905, 998, 1018 Bezerra, Karolina, 307 Bichueti, Roberto Schoproni, 1031 Bobal, Vladimir, 75 Bogatu, Lucian, 530 Boldt, Rachel, 214 Bonfim, Leandro R C., 870 Borges, Ana, 750, 764, 840, 1051 Borges, Francisco Fechine, 726 Braga, Vítor, 771, 978, 1005, 1024 Bresciani, Luis Paulo, 919 Brito, Irene, 568 Brito, Paulo, 619, 648, 655, 675, 697 Broega, Ana Cristina, 682 Bujoreanu, Carmen, 547 Buń, Paweł, 46, 398 Bürger, Rafaela E., 1138 C Calado, Alexandre, 158 Calado, Luís, 648, 697 Campilho, Raul D S G., 435, 450 Campos, Gisela Belluzzo, 53, 971 Čáp, Jiří, 487 Cardoso, Virginia, 214 Cârlescu, Vlad, 143 Carneiro, V H., 478, 494 Carvalho, Antonio Aparecido, 898, 905, 998, 1018 Carvalho, Flávia, 568 © Springer International Publishing AG, part of Springer Nature 2019 J Machado et al (Eds.): HELIX 2018, LNEE 505, pp 1167–1171, 2019 https://doi.org/10.1007/978-3-319-91334-6 1167 1168 Carvalho, Gizelle, 236 Carvalho, Hélder, 192, 214, 229, 236, 244 Carvalho, Joana, 641, 712 Carvalho, Maria Sameiro, 743 Carvalho, Sergio, 568 Carvalho, Vítor, 251, 259, 267 Castro, Carlos, 641, 712 Catarino, André, 244 Catarino, Marta, 1153 Cesconeto, Emanuel Moutinho, 537 Chalupa, Petr, 96, 110 Coelho, Rui, 750 Conceiỗóo, Oscarina, 1066 Correia, Aldina, 771 Correia, André, 178 Couto, Nuno, 662 Cristo-Andrade, Silveli, 884 Cruchinho, Alexandra, 925 Cruz, Mariana, 330 Cunha, J Boaventura, 17 Cunha, Joana, 229, 595 Cunha, Jorge, 825 Cunha, Pedro, 251 D Daniel, Ana, 471 Deuchande, Sofia, 206 Dieguez, Teresa, 1066 Dinis-Carvalho, José, 354, 1118 Dionísio, Rogério, 292, 985 Dolinay, Viliam, 110 Donaire, Denis, 1073 Dostatni, Ewa, 347 Dourado, Marco, 568 Duarte, António, 1005 Duarte, Fábio, 750, 1051 Duarte, Márcia, 1066 Durão, Ls, 655, 705 E Emeterio, Mónica Clavel San, 963 Esteves, João Sena, 39 F Farina, Milton Carlos, 898, 905, 998, 1018, 1073 Fernandes, Ana, 384 Fernandes, Catarina, 236 Fernandes, Gabriela, 522 Fernandes, Nuno O., 425 Fernandes, Solange, 925 Fernando, Ana Luisa, 719 Ferrás, L L., 735 Author Index Ferreira, Ana, 1118 Ferreira, Fabio Danilo, 863 Ferreira, Fernanda A., 811 Ferreira, Fernando, 214, 244 Ferreira, Humberto Medrado Gomes, 992 Ferreira, Luís Pinto, 793, 818 Ferreira, Manuel, 668 Ferreira, Paula, 825 Ferreira, Ricardo, 199 Ferreirinha, Luís, 339, 793 Figueiredo, Ana, 588 Figueiredo, Margarida, 384 Filipe Morgado, L., 757 Fonseca, Joóo, 743 Ford, N J., 735 Fraga, Lelis, 668 Franỗa, Alexandra, 963 Freitas, Jỗo, 221 Fróis, Joana, 811 G Galvão, Joel, 124, 284, 508 Garcia, B., 697 Gaspar, Marcelo, 330, 953, 1125 Gazdoš, František, 96, 1097 Gheorghe, Gh Ion, 1080 Gomes, Josộ, 568 Gonỗalves, Andrộ, 757 Gonỗalves, Fỏtima, 259 Gonỗalves, Fernando M., 832 Gonỗalves, Margarida, 619, 633, 648, 655, 705 Gonỗalves, Rui, 805 Gonzỏlez-Loureiro, Miguel, 1024 Gúrski, Filip, 46, 398 Grămescu, Bogdan, 464, 530 Grandinetti, Alessandra, 151 Grudzień, Łukasz, 418 Guedes, Graỗa, 939 Guimaróes, Carina, 1160 H Hashim, Ahmed Sachit, 464 Havran, Vlastimil, 487 Heffernan, Sandra, 602 Hernández-Mogollón, José Manuel, 1058 Honc, Daniel, 82 Honório, Isabela Dias, 925 Hošek, Jan, 487 Husi, Géza, 60, 67 I Ianuş, Gelu, 547 Igarashi, Reinaldo, 1036 Ivanov, Vitalii, 299 Author Index J Jacometti, Márcio, 870 Jarmar, Michal, 96 Jičínský, Milan, 82 Johann, Denise A., 1138 Jordão, Carina, 682 Julião, Jorge, 330, 953 K Kannebley Júnior, Sérgio, 1036 Karwasz, Anna, 391 Kłos, Sławomir, 315, 405 Kraus, Pavel, 581 Krüger, Cristiane, 1138 Kubalcik, Marek, 75 Kubo, Edson, 1073 Kumar, Kasam Santosh, 515 L Lago, Ellen C W., 870 Leal, Alberto J S., 435 Leão, Celina P., 1104 Leiras, Valdemar, 199 Leite, Pedro, 158 Letia, Tiberiu S., 277 Liaposhchenko, Oleksandr, 299 Linhares, C., 478 Lisek, Nikola, 398 Locatelli, Débora Regina Schneider, 877 Longo, Andrei, 648 Lopes, Cláudia, 1118 Lopes, Helena, 124 Lopes, Isabel Cristina, 779 Lourinho, G., 675, 697 Lucas, José, 925 Lysoňková, Irena, 561 M Macedo, Ana Regina, 743 Macedo, Helena, 1118 Machado, José, 143, 172, 267, 284, 307, 508, 547, 568, 608 Machado, Paulo Roberto Silveira, 1031 Machado, Ricardo J., 522 Machado, Toni, 284, 508 Madeira, Maria José, 925 Madureira, A M., 339 Magalhães, António, Magalhães, João Paulo, Malhão, Sergio, 25 Mallikarjuna Reddy, D., 515 Manupati, V K., 172, 608 Marques, António, 1160 Marques, Carla Susana, 1005 1169 Marques, Elsa Montenegro, 1146 Marques, João, 501 Marques, L., 494 Martins, Ana R., 522 Martins, L., 425 Maskio, Sandro Renato, 891 Matos, Demétrio, 259, 267 Medeiros, Debora, 863, 1012 Medola, Fausto O., 185 Meireles, José, 442, 456, 478, 494, 501, 568, 588 Melo, Rodrigo, 856 Mendes, Benilde, 655 Mendes, H., 478 Mendonỗa, Joóo, 284, 508 Menezes, Mariana, 354 Michna, Štefan, 561 Minello, Italo F., 1138 Monteiro, Caetano, 1111 Monteiro, Eliseu, 619, 662 Morais, Flávio, 1043 Morais, Raul, 757 Moreira, Fábio, 818 Morgado, Margarida, 1125 Morgado, Maria Luísa, 735, 757 Mota, André, 641, 712 Moura, Helena, 1153 Mourão, Paulo, 856, 877, 933 Müller, Miroslav, 554, 574 N Naprstkova, Natasa, 581 Nascimento, Lucas, 690 Nascimento, Nicéa, 726 Nave, Ana, 1043 Němcová, Šárka, 487 Neto, Alvaro Francisco Fernandes, 898, 905, 998, 1018 Neves, Caroline, 992 Neves, Francisco, 456 Neves, José, 10, 384 Nițu, Constantin, 464 Nobre, Catarina, 633, 648, 655 Novais, Paulo, 158 Novák, Jakub, 96, 110 Novotný, Jan, 561, 581 Nunes, Filipe A A., 450 Nunes, Manuel, 1153 O Olaru, Dumitru N., 143 Oliveira, Ana Paula, 705 Oliveira, Ana, 221 Oliveira, Anabela, 978 1170 Oliveira, Antônio G., 870 Oliveira, Cedrico, 124, 442 Oliveira, Inês, 939 Oliveira, Joel R M., 690 Oliveira, José António, 743 Oliveira, Luiz C., 870 Oliveira, Nelson, 595 Oliveira, Paulo, 17 Oprișan, Cezar, 143 Ortiz, Rubén Fernández, 963 Osiński, Filip, 377, 411, 418 Ottaviano, Erika, 135, 151 P Paiva, André, 229, 244 Paiva, Sara, 178, 323 Palos, Karine Itao, 53 Panizio, R., 697 Paschoarelli, Luis C., 185 Passos, Jeysa, 619 Patalas-Maliszewska, Justyna, 315, 405 Patil, Shreekant, 515 Pavlenko, Ivan, 299 Peixinho, Nuno, 442, 501 Peixoto, João, 1111 Pereira, A., 339 Pereira, Ângela, 793 Pereira, António, 568 Pereira, Guilherme, 743 Pereira, Jỗo Henrique, 1036 Pereira, Leandro, 267 Pereira, Maria Teresa, 818 Pereira, Paula, 985 Perondi, Eduardo André, 537 Perutka, Karel, 116 Pilar, Maria de Fátima, 840 Pinho, A C M., 456, 478 Pinto, Eduardo B., 522 Pires, João R A., 719 Porto, Geciane Silveira, 1036 Postolache, Gabriela, 244 Postolache, Octavian, 244 Prisăcaru, Gheorghe, 143 Priya, S Aswini, 172 Providência, Bernardo, 229 Puga, Hélder, 221 Puppim, Regis, 682 Putnik, G D., 172, 608 Q Queirós, Mário, 779 R Radu, Dan, 307 Author Index Rajyalakshmi, G., 608 Ramos, George, 985 Rea, Pierluigi, 135, 151 Rebelo, M., 735 Régio, Mónica, 1125 Rewers, Paulina, 411 Rey-Garcia, Marta, 946 Ribeiro, André, 641, 712 Ribeiro, Jorge, 10, 384 Ribeiro, Pedro, 668 Rizescu, Ciprian, 530 Rizescu, Dana, 530 Rocha, Sara, 953 Rodrigues, Ana Claudia T., 185 Rodrigues, Ana Cristina, 626 Rodrigues, Cristóvão, 626 Rodrigues, L F T G., 675 Rodrigues, Ricardo Gouveia, 884, 1043, 1058 Rojek, Izabela, 347 Romeiro, Maria Carmo, 998, 1018 Rouboa, Abel, 662 Roveder, Marta, 1031 Rua, Orlando Lima, 963 Rúbio, Eva Masero, 292 Ryszard, Perłowski, 369 S Sá, Melissa, 354 Sabet, Seyyed M M., 568, 588 Salgado, Ana, 1160 Salido-Andres, Noelia, 946 Salvado, Luísa Rita Brites Sanches, 726 Sampaio, Alcínia Z., 1131 Sampaio, Carlos Alberto Fernandes, 1058 Sandnes, Frode E., 185 Santos, A S., 339 Santos, Angela, 971 Santos, Diana, 354 Santos, Isabel, 992 Santos, João Ferreira, 786 Seabra, Eurico, 165, 199, 221, 668 Semenzato, Fernando, 919 Sena Esteves, Jỗo, 32 Senra, Patrícia A., 165 Silva, Álvaro, 818 Silva, Ana, 568 Silva, Carina, 1024 Silva, Eliana Costa e, 764, 786, 840, 978 Silva, Francisco, 501 Silva, Luciana M., 185 Silva, Luís F., 165, 199, 221 Silva, Luiz César, 933 Silva, Nuno, 757 Silva, Pedro Vaz, 284, 508 Author Index Silva, Valter, 662 Silva, Vinicius, 39 Silveira, Andreia S., 165 Silveira, Marco, 856, 877 Simão, Carla, 206 Skuza, Daria, 391 Soares, Filomena, 17, 39, 158, 251, 267, 1104 Soares, Luís, 1051 Soares, Margarida, 641, 712 Soares, Tiago, 456 Sousa, Jỗo, 284, 508 Sousa, Pedro, 178 Souza, Lettícia, 236 Souza, Victor, 719 Spacek, Lubos, 89, 103 Stadnicka, Dorota, 361 Știrbu, Radu Ștefan, 143 Suen, Alberto Sanyuan, 1012 Suen, Alberto, 863 Svobodová, Jaroslava, 561 Szczap, Paulina, 347 T Teixeira, Ana, 206, 786 Teixeira, José, 668 Teodoro, M Filomena, 206, 832 Teresa Pereira, Maria, 793, 811 Tereso, Paulo, 1118 Tiainen, Laura, 124 Tjahjono, Benny, 953 Tomczuk, Marta, 347 Torres, Paulo, 25 Torres, Pedro Miguel Baptista, 292 1171 Treptow, Igor Ceratti, 1031 Trigo, Ana, 1104 Trojanowska, Justyna, 299 U Úředníček, Zdeněk, 1089 V Valášek, Petr, 554, 574 Varela, M L R., 172, 339, 425, 608 Vasek, Lubomir, 110 Vazquez-Casielles, Rodolfo, 946 Venugopal, P., 172 Vicente, Henrique, 10, 384 Vieira, Daniel, 229 Vieira, Luís, 800 Vieira, Paula, 912, 1146 Vilarinho, Cândida, 626, 633, 641, 688, 690, 705, 712 Vilha, Anapatricia, 863, 891, 1012 Vítek, Roman, 1089 Vojtesek, Jiri, 89, 103 W Wichniarek, Radosław, 377 Władysław, Zielecki, 369 Z Zampieri, Nilza, 1031 Zátopek, Jiří, 1089 Zawadzki, Przemysław, 46 Żywicki, Krzysztof, 377, 411 ... Bioengineering; Computational Methods & Models in Science, Medicine and Technology; Soft Computing; Philosophy of Modern Science and Technologies; Mechanical Engineering; Ocean and Naval Engineering; ... Technology) (christoph.baumann@springer.com) (Heat and Mass Transfer, Signal Processing and Telecommunications, and Solid and Fluid Mechanics, and Engineering Materials) North America: Michael Luby,... Germano Veiga • Editors Innovation, Engineering and Entrepreneurship 123 Editors José Machado School of Engineering University of Minho Guimarães Portugal Germano Veiga Faculty of Engineering University