Linguagens visuais para o ensino de programação: uma revisão da literatura com foco em paradigmas de programação
Resumo
As primeiras experiências com programação determinam a atitude desenvolvida pelos aprendizes com relação ao assunto. Frustrações e dificuldades levam à desilusão com a área de Computação para estudantes do Ensino Básico e à retenção de alunos nos primeiros semestres do ensino superior. Uma das dificuldades enfrentadas é o foco em aspectos operacionais da solução de problemas, gerando excessivo esforço na correção de erros de sintaxe e menor atenção no problema a resolver. Linguagens visuais são atrativas devido ao seu aspecto lúdico e aos ambientes de desenvolvimento que facilitam a composição de operadores, estruturas e código. Este trabalho investiga, por meio do método de revisão sistemática da literatura, as linguagens visuais usadas para ensino de programação, com foco no paradigma de programação subjacente, que determina a forma de pensar e implementar a solução de um problema. A revisão mostrou a dominância do paradigma imperativo, decisão de projeto de linguagem que tem impacto tanto na forma como os programas são pensados e construídos quanto na atitude desenvolvida pelos estudantes a respeito da programação.
Palavras-chave:
Educação em Computação, Paradigmas de programação, Linguagens de programação
Referências
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Alexandros Merkouris, Konstantinos Chorianopoulos, and Achilles Kameas. 2017. Teaching Programming in Secondary Education Through Embodied Computing Platforms: Robotics and Wearables. ACM Trans. Comput. Educ. 17, 2, 22.
Amon Millner and Edward Baafi. 2011. Modkit: Blending and extending approachable platforms for creating computer programs and interactive objects. 250-253. DOI 10.1145/1999030.1999074
Manasses Neto, Camila Santos, Edmar Souza, and Marcos Fonseca. 2018. Robótica educacional uma ferramenta para ensino de lógica de programação no ensino fundamental. In Anais do XXIV Workshop de Informática na Escola (Fortaleza, CE). SBC, Porto Alegre, RS, Brasil, 315-322.
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Daltro José Nunes. 2019. Educação Superior em Computação - Estatísticas 2019. Technical Report. Porto Alegre, RS. 67 pages.
Martin Odersky, Lex Spoon, and Bill Venners. 2008. Programming in Scala (4th ed.). Artima. 776 pages.
Erik Pasternak, Rachel Fenichel, and Andrew N. Marshall. 2017. Tips for creating a block language with blockly. In 2017 IEEE Blocks and Beyond Workshop (B&B).
Arnold Pears, Stephen Seidman, Lauri Malmi, Linda Mannila, Elizabeth Adams, Jens Bennedsen, Marie Devlin, and James Paterson. 2007. A Survey of Literature on the Teaching of Introductory Programming. ACM SIGCSE Bulletin 39, 204-223. Issue 4.
Diego Pereira, Rodrigo Seabra, and Adler Diniz de Souza. 2021. Ferramentas de Apoio ao Ensino Introdutório de Programação: um Mapeamento Sistemático. RENOTE 18, 491-500.
Ana M Pinto-Llorente, Sonia Casillas Martín, Marcos Cabezas González, and Francisco José García-Penalvo. 2016. Developing computational thinking via the visual programming tool: lego education WeDo. In TEEM 16: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality.
Roger S. Pressman. 2016. Engenharia de Software: Uma abordagem profissional (8 ed.). Bookman, Porto Alegre. 968 pages.
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Publicado
24/04/2022
Como Citar
SILVA, Marina Silva da; FERREIRA, Ana Paula Lüdtke.
Linguagens visuais para o ensino de programação: uma revisão da literatura com foco em paradigmas de programação. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 2. , 2022, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 18-28.
DOI: https://doi.org/10.5753/educomp.2022.19195.
