Struct set of didactic activities for introductory programming teaching
DOI:
https://doi.org/10.33448/rsd-v11i10.32204Keywords:
Algorithm; Learning Pace; Didactic activities; Teaching; Qualified feedback.Abstract
This work was carried out within the scope of the Educational Design Research (EDR) methodology, which seeks to provide solutions to problems experienced in teaching practice. The research developed has the purpose of creating, developing, implementing and evaluating a teaching methodology based on a set of didactic activities (DAs) focused on providing students who take the introductory programming subject in the technical course in computer science integrated with high school, pace of study and qualified feedback. The DAs were developed to carry out a continuous monitoring of student performance so that the high rate of dropout and failure are reduced. During this methodological process, the teacher is able to identify the gaps presented by the students and carry out the resumption of the content individually and/or in groups, preventing that the accumulation of doubts being an obstacle to learning. Feedback to students was carried out taking into account reading comprehension, mathematical notions, logical reasoning and abstraction, which represent the four essential pillars to be evaluated in programming teaching. The results obtained indicate that the DAs developed are of great worth in the construction of students' knowledge, observing satisfactory performances and, consequently, contributing to decrease the failure of the Course.
References
Ambrósio, A. P. L., Almeida, L. S., Macedo, J., Santos, A., & Franco, A. H. (2011). Programação de Computadores: compreender as dificuldades de aprendizagem dos alunos. Revista Galego-Portuguesa de Psicoloxía e Educación, 19 (1), 185–197. ISSN: 1138-1663.
Aparicio, J., & Costa, C. (2018). A virtual robot solution to support programming learning an open source approach. Iberian Conference on Information Systems and Technologies, CISTI. 2018-June, 1-6. IEEE Computer Society.
Baeza, Y. R. A. (1995). Teaching Algorithms. SIGACT News, 26(4), 51-59.
Berssanette, J. H. (2016). Ensino de Programação de Computadores: Uma Proposta de Abordagem Prática Baseada em Ausubel. Dissertação (Mestrado Profissional em Ensino de Ciência e Tecnologia) – UTFP/Ponta Grossa, Paraná.
BRASIL. (2018). Ministério da Educação. Base Nacional Comum Curricular. Brasília. http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf
Falkembach, G. A. M., Amoretti, M. S. M., Tarouco, L. R., & Vieiro, F. (2003). Aprendizagem de Algoritmos: Uso da Estratégia Ascendente de Resolução de Problemas. Anais: 8º Taller Internacional de Software Educativo. Santiago, Chile. http://tise.cl/2010/archivos/tise2003/papers/aprendizagem_de_algoritmos.pdf
Gomes, A., & Mendes, A. (2015). A teacher's view about introductory programming teaching and learning: Difficulties, strategies and motivations. Proceedings - Frontiers in Education Conference, FIE. 2015-February. Institute of Electrical and Electronics Engineers Inc.
Gossmann, T. A. (2017). Utilização de algoritmos nos processos de ensino e de aprendizagem de programação de computadores em cursos técnicos. Monografia (Especialização em Docência na Educação Profissional) – Univates/Lajeado, Rio Grande do Sul.
Halley, W. A. S., & Gondim, A. P. A. (2008). Esboço de Fluxogramas no Ensino de Algoritmos. Anais do XXVIII Congresso da SBC. Belém/PA. http://www2.sbc.org.br/csbc2008/pdf/arq0121.pdf.
Koliver, C., Dorneles, R. V., & Casa, M. E. (2004). Das (muitas) dúvidas e (poucas) certezas do ensino de algoritmos. Anais do XII Workshop de Educação em Computação – WEI. Salvador, BA. https://docplayer.com.br/82889605-Das-muitas-duvidas-e-poucas-certezas-do-ensino-de-algoritmos.html
Menzies, T. (1996). Applications of Abduction: Knowledge-Level Modeling. International Journal of Human Computer Studies. http://menzies.us/pdf/96abkl.pdf.
Miranda, H. J. (2016). Estratégias de Leitura como Instrumento na Formação do Leitor Competente. Dissertação (Mestrado Profissional em Letras em Rede Nacional) – UFP/ Belém, PA.
Moura, M. O. de. (2007). Matemática na infância. In Educação matemática na infância: abordagens e desafios. Vila Nova de Gaia: Gailivro.
Morais, C. G. B., Mendes Neto, FM, & Osório, A. J. M. (2020). Dificuldades e desafios no processo de aprendizagem de algoritmos e programação no ensino superior: uma revisão sistemática da literatura. Pesquisa, Sociedade e Desenvolvimento, 9 (10), e9429109287. https://doi.org/10.33448/rsd-v9i10.9287
Nobre, I. A. M. N., & Menezes, C. S. (202). Suporte à Cooperação em um Ambiente de Aprendizagem para Programação (Samba). XIII Simpósio Brasileiro de Informática na Educação – SBIE. São Leopoldo, RS. http://jacarepagua.dcc.ufrj.br/~ladybug/artigos/PereiraJr.pdf.
Rodrigues, M. C. J. (2002). Como Ensinar Programação? Jornal Computação Brasil da Sociedade Brasileira de Computação. http://www.unit.br/methanias/artigos.htm.
Shadiev, R., Hwang, W., Yeh, S., Yang, S., Wang, J., Han, L., & Liu, C. (2013). Applying unidirectional versus reciprocal teaching strategies in web-based environment and their effects on computer programming learning. Proceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013, 5-9.
Souza, E. R. C. (2015). Schopenhauer e os conhecimentos intuitivo e abstrato: uma teoria sobre as representações empíricas e abstratas. Cultura Acadêmica, 97-146. https://static.scielo.org/scielobooks/g3p7n/pdf/souza-9788579836879.pdf
Schultz, M. R. (2003). Metodologias para Ensino de Lógica de Programação de Computadores. Monografia (Especialização em Ciência da Computação) – UFSC/Florianópolis, SC.
Zacarias, R. O., & Mello, D. R. B. (2019). Metodologias de Ensino de Lógica de Programação e Algoritmos em Cursos de Graduação. Revista Interdisciplinar do Pensamento Científico, 5(2), 29-44.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Luciana Vescia Lourega; Ricardo Andreas Sauerwein
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.