Why stimulate Meaningful Learning in the teaching of Object Oriented Programming?
Abstract
This paper presents a critical-reflexive analysis on the adoption of the Meaningful Learning theory in the teaching-learning of Object Oriented Programming. This text presents the authors' view of how David Ausubel's theory can be applied with positive results in the knowledge construction process, especially in the teaching of Object Oriented Programming through practices and resources that can bring more meaning to the student, such as for example, the use of Physical Computing and Concreteness Fading.
Keywords:
Programming teaching, Meaningful Learning, Abstraction
References
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Qiu, K., Buechley, L., Baafi, E., e Dubow, W. (2013). A curriculum for teaching computer science through computational textiles. In Proceedings of the 12th international conference on interaction design and children (pp. 20-27). DOI: http://dx.doi.org/10.1145/2485760.2485787.
Stankovic, J. A. et al. (2005). Opportunities and obligations for physical computing systems. Computer, 38(11), 23 31. DOI: 10.1109/MC.2005.386.
Suh, S., Lee, M., e Law, E. (2020). How do we design for concreteness fading? survey, general framework, and design dimensions. In Proceedings of the Interaction Design and Children Conference (pp. 581-588).
Suh, S., Lee, M., e Xia, G. (2020). Coding strip: A pedagogical tool for teaching and learning programming concepts through comics. In 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 1-10). IEEE.
Trory, A., Howland, K., & Good, J. (2018, June). Designing for concreteness fading in primary computing. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 278-288). DOI: http://dx.doi.org/10.1145/3202185.3202748.
Wrenn, J., e Krishnamurthi, S. (2019, July). Executable examples for programming problem comprehension. In Proceedings of the 2019 ACM Conference on International Computing Education Research (pp. 131-139). DOI: http://dx.doi.org/10.1145/3291279.3339416.
Xinogalos, S. (2015). Object-oriented design and programming: an investigation of novices’ conceptions on objects and classes. ACM Transactions on Computing Education (TOCE), 15(3), 1-21. DOI: http://dx.doi.org/10.1145/2700519.
Zanetti, H., e Oliveira, C. (2015). Práticas de ensino de programação de Computadores com Robótica Pedagógica e aplicação de Pensamento Computacional. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação (Vol. 4, No. 1, p. 1236). DOI: http://dx.doi.org/10.5753/cbie.wcbie.2015.1236.
Astolfi, G., Junior, D. L. (2015). Investigação sobre conhecimentos prévios de alunos do curso Técnico em Informática a partir da aplicação de organizadores prévios. Aprendizagem Significativa. In Revista/Meaningful Learning Review, pp. 15-28.
Astolfi, G., Junior, D. L. (2016). Ensino de linguagem de programação com ênfase na aprendizagem significativa. In Anais do XXIV Workshop sobre Educação em Computação (pp. 111-120). SBC. DOI: http://dx.doi.org/10.5753/wei.2016.9654.
Ausubel, D. P. (2003). Aquisição e retenção de conhecimentos: uma perspectiva cognitiva. Lisboa: Plátano, 1.
Butler, M., e Morgan, M. (2007). Learning challenges faced by novice programming students studying high level and low feedback concepts. Proceedings ascilite Singapore, (99-107).
Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belknap Press of Harvard University Press.
Darroz, L. M. (2018). Aprendizagem significativa: a teoria de David Ausubel. Revista Espaço Pedagógico, 25(2), 576-580. DOI: http://dx.doi.org/10.5335/rep.v25i2.8180
Fyfe, E. R., McNeil, N. M., Son, J. Y., e Goldstone, R. L. (2014). Concreteness fading in mathematics and science instruction: A systematic review. Educational psychology review, 26(1), 9-25. DOI: http://dx.doi.org/10.1007/s10648-014-9249-3
Gentner, D., e Smith, L. A. (2013). Analogical learning and reasoning. Oxford University Press. DOI: http://dx.doi.org/10.1093/oxfordhb/9780195376746.013.0042
Giraffa, L. M., Moraes, M. C., e Uden, L. (2014). Teaching object-oriented programming in first-year undergraduate courses supported by virtual classrooms. In The 2nd International Workshop on Learning Technology for Education in Cloud (pp. 15-26). Springer, Dordrecht. DOI: http://dx.doi.org/10.1007/978-94-007-7308-0_2.
Hadar, I. (2013). When intuition and logic clash: The case of the object-oriented paradigm. Science of Computer Programming, 78(9), 1407-1426. DOI: http://dx.doi.org/10.1016/j.scico.2012.10.006.
Jaakkola, T., e Veermans, K. (2020). Learning electric circuit principles in a simulation environment with a single representation versus “concreteness fading” through multiple representations. Computers & Education, 148. DOI: https://doi.org/10.1016/j.compedu.2020.103811.
Jang, Y.; Lee, W.; Kim, J. (2015). Assessing the usefulness of object based programming education using Arduino. Indian Journal of Science and Technology, 8(S1), 89 96. DOI: 10.17485/ijst/2015/v8iS1/57701.
Kafai, Y. B., Lee, E., Searle, K., Fields, D., Kaplan, E., e Lui, D. (2014). A crafts-oriented approach to computing in high school: Introducing computational concepts, practices, and perspectives with electronic textiles. ACM Transactions on Computing Education (TOCE), 14(1), 1-20. DOI: http://dx.doi.org/10.1145/2576874.
Moreira, M. A. (2003). Linguagem e aprendizagem significativa. In Conferência de encerramento do IV Encontro Internacional sobre Aprendizagem Significativa, Maragogi, AL, Brasil (Vol. 8).
Moreira, M. A. (2006). Aprendizagem Significativa: da visão clássica à visão crítica (Meaningful learning: from the classical to the critical view). In Conferência de encerramento do V Encontro Internacional sobre Aprendizagem Significativa, Madrid, Espanha.
Moreira, M. A. (2010). O que é afinal aprendizagem significativa? Aula Inaugural do Programa de Pós-Graduação em Ensino de Ciências Naturais, Instituto de Física, Universidade Federal do Mato Grosso, Cuiabá, MT.
Novak, J. D. e Gowin, D. B. (1995). Aprendendo a aprender. Lisboa: Plátano Edições Técnicas.
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change In limited or inappropriate propositional hierarchies leading to empowerment of learners. Science education, 86(4), 548-571.
Pimentel, E., Omar, N. (2008). Ensino de algoritmos baseado na aprendizagem significativa utilizando o ambiente de avaliação Netedu. SBC, 79.
Przybylla, M.; Henning, F.; Schreiber, C.; Romeike, R. (2017). Teachers’ Expectations and Experience in Physical Computing. In International Conference on Informatics in Schools: Situati on, Evolution, and Perspectives (pp. 49 61). Springer, Cham. DOI: http://dx.doi.org/10.1007/978-3-319-71483-7_5.
Przybylla, M. (2018). From embedded systems to physical computing: Challenges of the “digital world” in secondary computer science education. Tese de doutorado. Universität Potsdam, Postdam, Alemanha.
Perlman, R. (1974). TORTIS (Toddler's Own Recursive Turtle Interpreter System). Massachusetts Institute of Technology, LOGO-9, v. 11, 1974.
Qiu, K., Buechley, L., Baafi, E., e Dubow, W. (2013). A curriculum for teaching computer science through computational textiles. In Proceedings of the 12th international conference on interaction design and children (pp. 20-27). DOI: http://dx.doi.org/10.1145/2485760.2485787.
Stankovic, J. A. et al. (2005). Opportunities and obligations for physical computing systems. Computer, 38(11), 23 31. DOI: 10.1109/MC.2005.386.
Suh, S., Lee, M., e Law, E. (2020). How do we design for concreteness fading? survey, general framework, and design dimensions. In Proceedings of the Interaction Design and Children Conference (pp. 581-588).
Suh, S., Lee, M., e Xia, G. (2020). Coding strip: A pedagogical tool for teaching and learning programming concepts through comics. In 2020 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 1-10). IEEE.
Trory, A., Howland, K., & Good, J. (2018, June). Designing for concreteness fading in primary computing. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 278-288). DOI: http://dx.doi.org/10.1145/3202185.3202748.
Wrenn, J., e Krishnamurthi, S. (2019, July). Executable examples for programming problem comprehension. In Proceedings of the 2019 ACM Conference on International Computing Education Research (pp. 131-139). DOI: http://dx.doi.org/10.1145/3291279.3339416.
Xinogalos, S. (2015). Object-oriented design and programming: an investigation of novices’ conceptions on objects and classes. ACM Transactions on Computing Education (TOCE), 15(3), 1-21. DOI: http://dx.doi.org/10.1145/2700519.
Zanetti, H., e Oliveira, C. (2015). Práticas de ensino de programação de Computadores com Robótica Pedagógica e aplicação de Pensamento Computacional. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação (Vol. 4, No. 1, p. 1236). DOI: http://dx.doi.org/10.5753/cbie.wcbie.2015.1236.
Published
2021-04-26
How to Cite
ZANETTI, Humberto A. P.; BORGES, Marcos A. F..
Why stimulate Meaningful Learning in the teaching of Object Oriented Programming?. In: BRAZILIAN SYMPOSIUM ON COMPUTING EDUCATION (EDUCOMP), 1. , 2021, On-line.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 290-295.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2021.14496.
