Programming logic teaching through abstract problems with plane geometry content
DOI:
https://doi.org/10.33448/rsd-v11i9.29683Keywords:
Programming logic; Abstract problems; Knowledge Transposition; Teaching.Abstract
This article reports on the application of a workshop with the objective of proposing abstract problems in programming logic based on plane geometry content. The LOGO tool was used for the development of algorithms by students, whose purpose was to build figures from the application of the postulates of plane geometry. These objects were drawn from the turtle's trail, which moves through a sequence of commands from a given algorithm. The results obtained show that there was no direct transfer of knowledge from geometry to the construction of algorithms, but it is necessary to build new knowledge that encompasses these two content domains. We observed difficulties in the interpretation and division of problems and in the capacity for abstraction. We also concluded that we need to focus our pedagogical praxis on activities that develop the students 'abstract thinking, as the area of algorithm programming requires skills with a high level of abstraction and this gap ends up becoming a challenge for the students' development.
References
Amantes, A. (2009). Contextualização no ensino de Física: efeitos sobre a evolução do entendimento dos estudantes. Tese de doutorado, Instituto de Física, Universidade Federal de Minas Gerais.
Bigolin, N. M., Silveira, S. R., Bertolini, C., de Almeida, I. C., Geller, M., Parreira, F. J., & Macedo, R. T. (2020). Metodologias Ativas de Aprendizagem: um relato de experiência nas disciplinas de programação e estrutura de dados. Research, Society and Development, 9(1), e74911648-e74911648.
Campos, R. L. B. L. (2009, September). Lógica de programação: Há como melhorar o aprendizado fugindo dos padrões estabelecidos nos livros didáticos e adotados pela maioria dos docentes. In XVII Congresso Iberoamericano de Educación Superior em Computacion (CLEI-2009-CIESC) (pp. 22-25).
Falkembach, G. A. M., Amoretti, M. S. M., Tarouco, L. R., & Viero, F. (2003). Aprendizagem de algoritmos: uso da estratégia ascendente de resolução de problemas. 8º Taller Internacional de Software Educativo. Santiago, Chile.
Fischer, K. W., & Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought.
Gomes, A., Carmo, L., Bigotte, E., & Mendes, A. (2006, September). Mathematics and programming problem solving. In 3rd e-learning conference–computer science education (pp. 1-5).
Gomes, A., Henriques, J., & Mendes, A. (2008). Uma proposta para ajudar alunos com dificuldades na aprendizagem inicial de programação de computadores. Educação, Formação & Tecnologias-ISSN 1646-933X, 1(1), 93-103.
Gomes, A., & Mendes, A. (2014, October). A teacher's view about introductory programming teaching and learning: Difficulties, strategies and motivations. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-8). IEEE.
Grollmus, N. S., & Tarrés, J. P. (2015). Relatos metodológicos: difractando experiencias narrativas de investigación. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (16(2), 24).
Martins, S. W., & Correia, L. D. A. (2003). O Logo como ferramenta auxiliar no desenvolvimento do raciocínio lógico–um estudo de caso. In Internacional Conference on Engineering and Computer Education–ICECE.
Pereira Júnior, J. C. R., & Rapkiewicz, C. E. O Processo de Ensino-Aprendizagem de Fundamentos de Programação: Uma visão crítica da pesquisa no Brasil. In I Workshop de Educação em Computação.
Pimentel (2019). Linguagem LOGO. https://sites.google.com/site/infoeducunirio/perspectiva-construtivista/linguagem-logo
Probleminha: Estrela Pentagonal. Clubes de Matemática da OBMEP: Disseminando o estudo da matemática. http://clubes.obmep.org.br/blog/probleminha-estrela-pentagonal/
Ramos, B. A., & Moraes, E. C. (2020). Robótica Educacional como metodologia motivadora no ensino de lógica de programação na Educação Profissional e Tecnológica. Research, Society and Development, 9(12), e18591210938-e18591210938.
Regebe, F. (2017). A evolução das habilidades cognitivas de raciocínio lógico em tecnologia da informação. Tese de doutorado, Instituto de Física, Universidade Federal da Bahia
Regebe, F., Amantes, A. (2019) Performance analysis of students regarding the complexity and content dimensions of items in learning of programming logic. In European Science Education Research Association – ESERA
Rodrigues, M. C. (2002) Como Ensinar Programação?
Silva, M. N. P. Soma dos ângulos internos de um polígono regular. https://mundoeducacao.bol.uol.com.br/matematica/soma-dos-angulos-internos-um-poligono-regular.htm#:~:targetText=Tem%20mais%20depois%20da%20publicidade%20%3B)&targetText=A%20soma%20dos%20%C3%A2ngulos%20internos,n%C3%BAmero%20de%20lados%20do%20pol%C3%ADgono.
Schwartz, M. S., & Fischer, K. W. (2004). Building general knowledge and skill: Cognition and microdevelopment in science learning. Cognitive developmental change: Theories, models, and measurement, 157-185.
Shitsuka, D. M., Pereira, A. S., Shitsuka, R., & Boghi, C. (2019). Aprendizagem ativa de programação em turmas de engenharia: uma pesquisa-ação. Research, Society and Development, 8(3), 01-19.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Fernanda Regebe Castro; Fábio Marques da Cruz
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
