Didactics of Computing from the Perspective of Active Learning

• Ronney Moreira de Castro Universidade Federal do Estado do Rio de Janeiro
• Sean Wolfgand Matsui Siqueira Universidade Federal do Estado do Rio de Janeiro https://orcid.org/0000-0002-0864-2396
• Sandrelena da Silva Monteiro Universidade Federal de Juiz de Fora

DOI: https://doi.org/10.5753/cbie.wcbie.2020.31

Abstract

There is a demand for changes in Education, which implies rethinking and innovating teaching practices. This work presents the foundation for Computer Science Didactics, highlighting the perspective of Active Learning (AA). For grounding the Computer Education perspective, including related content and courses, we analyzed the legislation documents and curricula recommendations for programs of the Computer Science area in Brazil. Considering the emergent categories of relations between the elements of the didactic triangle, we conceived the Hexagon of Didactics. This representation allows an integrated view of the vertices and diagonals, as well as planning the space-time of interconnection between the teacher's know-do. The Systematic Mapping supported the understanding and development of an artifact for the dissemination of techniques and technologies related to AA in the teaching of Computing in Brazil. We conducted interviews with teachers/professors and we analyzed them based on the Underlying Discourse Explanation Method (MEDS) in order to promote a reflection on teaching practice based on the proposed Hexagon. Therefore, the Ph.D. dissertation here summarized contributes to support structuring this area in Brazil, as well as to promote a rethinking of current practices and disseminate techniques and technologies.

Keywords: Active Learning, Computing Education, Teaching Practices, Underlying Discourse Explanation Method

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