Analysis of the Most Covered Topics in Introductory Programming Courses in Brazilian Federal Universities
Abstract
The use of methodological interventions is necessary to address the evasion and retention rates in undergraduate introductory programming courses (CS1). However, in order to elaborate broad strategies, it’s important to analyze how learning happens in a greater scope. In this work, syllabi, and program contents of 150 CS1 courses, taught in 61 Brazilian Federal Universities, were analyzed to identify the most covered topics. The analyzed undergraduate computer science courses were described in the Formation Guidelines developed by the Brazilian Computer Society (SBC). The results are composed of 12 topics related to structured programming, which were also compared with listings presented in related work. This research reports the most covered topics in CS1 courses taught in Brazilian Federal Universities, aiming to assist future inventions in teaching and learning of these courses.
Keywords:
Syllabi analysis, topics in introductory programming, introduction to programming, CS1
References
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Avelino Francisco Zorzo, Daltro Nunes, Ecivaldo Matos, Igor Steinmacher, Renata Mendes de Araujo, Ronaldo Correia, and Simone Martins. 2017. Referenciais de Formação para os Cursos de Graduação em Computação. Sociedade Brasileira de Computação (SBC). 153 pages. ISBN: 978-85-7669-424-3.
Luis Gustavo Araujo, Roberto Bittencourt, and Christina Chavez. 2021. Python Enhanced Error Feedback: Uma IDE Online de Apoio ao Processo de Ensino-Aprendizagem em Programação. In Anais do Simpósio Brasileiro de Educação em Computação (On-line). SBC, Porto Alegre, RS, Brasil, 326–333.
Richard H. Austing, Bruce H. Barnes, Della T. Bonnette, Gerald L. Engel, and Gordon Stokes. 1979. Curriculum ’78: Recommendations for the Undergraduate Program in Computer Science— a Report of the ACM Curriculum Committee on Computer Science. Commun. ACM 22, 3, 147–166.
Brett A Becker and Thomas Fitzpatrick. 2019. What do cs1 syllabi reveal about our expectations of introductory programming students?. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education. 1011–1017.
Jens Bennedsen and Carsten Schulte. 2007. What does "objects-first" mean? An international study of teachers’ perceptions of objects-first. In Proceedings of the Seventh Baltic Sea Conference on Computing Education Research-Volume 88. Citeseer, 21–29.
Marc Berges and Peter Hubwieser. 2013. Concept specification maps: displaying content structures. In Proceedings of the 18th ACM conference on Innovation and technology in computer science education. 291–296.
Yorah Bosse. 2020. Padrões de Dificuldades Relacionadas com o Aprendizado de Programação. Ph.D. Dissertation. Universidade de São Paulo.
Ricardo Caceffo, Guilherme Gama, and Rodolfo Azevedo. 2018. Exploring Active Learning Approaches to Computer Science Classes. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (Baltimore, Maryland, USA) (SIGCSE ’18). Association for Computing Machinery, New York, NY, USA, 922–927.
Ricardo Caceffo, Steve Wolfman, Kellogg S. Booth, and Rodolfo Azevedo. 2016. Developing a Computer Science Concept Inventory for Introductory Programming. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education (Memphis, Tennessee, USA) (SIGCSE ’16). Association for Computing Machinery, New York, NY, USA, 364–369.
RLBL Campos. 2010. Metodologia ERM2C: Para melhoria do processo de ensino-aprendizagem de lógica de programação. In XVIII Workshop sobre Educação em Computação, Vol. 2. 54.
A Clear, A Parrish, J Impagliazzo, P Wang, P Ciancarini, E Cuadros-Vargas, S Frezza, J Gal-Ezer, A Pears, S Takada, et al. 2020. Computing curricula 2020 (CC2020) paradigms for global computing education. ACM: New York, NY, USA.
Matthew Hertz. 2010. What do "CS1" and "CS2" mean? Investigating differences in the early courses. In Proceedings of the 41st ACM technical symposium on Computer science education. 199–203.
Matthew Hertz and Sarah Michele Ford. 2013. Investigating Factors of Student Learning in Introductory Courses. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education (Denver, Colorado, USA) (SIGCSE ’13). Association for Computing Machinery, New York, NY, USA, 195–200.
Charles F Kelemen, Liberal Arts Computer Science Consortium, et al. 2007. A 2007 Model Curriculum for a Liberal Arts Degree in Computer Science. Journal On Educational Resources In Computing 7, 2.
Andrew Luxton-Reilly, Ibrahim Albluwi, Brett A Becker, Michail Giannakos, Amruth N Kumar, Linda Ott, James Paterson, Michael James Scott, Judy Sheard, and Claudia Szabo. 2018. Introductory programming: a systematic literature review. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. 55–106.
Priscilla Batista do Nascimento. 2018. Recomendação de ação pedagógica no ensino de introdução à programação por meio de raciocínio baseado em casos. Master’s thesis. Programa de Pós-graduação em Informática. https://tede.ufam.edu.br/handle/tede/6837 (Instituto de Computação).
Roberto Pereira, Leticia Peres, and Fabiano Silva. 2021. Hello World: 17 habilidades para exercitar desde o início da graduação em computação. In Anais do Simpósio Brasileiro de Educação em Computação (On-line). SBC, Porto Alegre, RS, Brasil, 193–203.
Carsten Schulte and Jens Bennedsen. 2006. What do teachers teach in introductory programming?. In Proceedings of the second international workshop on Computing education research. 17–28.
Sónia Rolland Sobral. 2019. 30 YEARS OF CS1: PROGRAMMING LANGUAGES EVOLUTION. ICERI2019 Proceedings.
David W Valentine. 2004. CS educational research: a meta-analysis of SIGCSE technical symposium proceedings. ACM SIGCSE Bulletin 36, 1, 255–259.
Henry M. Walker. 2017. ACM RETENTION COMMITTEE Retention of Students in Introductory Computing Courses: Curricular Issues and Approaches. ACM Inroads 8, 4, 14–16.
Wikipédia. 2021. Lista de universidades federais do Brasil — Wikipédia, a enciclopédia livre. [link]. [Online; accessed 6-julho-2021].
Avelino Francisco Zorzo, Daltro Nunes, Ecivaldo Matos, Igor Steinmacher, Renata Mendes de Araujo, Ronaldo Correia, and Simone Martins. 2017. Referenciais de Formação para os Cursos de Graduação em Computação. Sociedade Brasileira de Computação (SBC). 153 pages. ISBN: 978-85-7669-424-3.
Published
2022-04-24
How to Cite
SILVA, Eryck Pedro da; CACEFFO, Ricardo Edgard; AZEVEDO, Rodolfo Jardim de.
Analysis of the Most Covered Topics in Introductory Programming Courses in Brazilian Federal Universities. In: BRAZILIAN SYMPOSIUM ON COMPUTING EDUCATION (EDUCOMP), 2. , 2022, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 29-39.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2022.19196.
