Ensino invertido de Estrutura de Dados no contexto do Ensino Remoto Emergencial
Resumo
O ensino de Estrutura de Dados (ED), por si só, em cursos de computação já tradicionalmente apresenta desafios relacionados à compreensão do conteúdo. Com a pandemia da COVID-19 e a adoção do ensino remoto emergencial (ERE), esses problemas foram intensificados. Esta pesquisa apresenta uma abordagem para mitigar tais desafios por meio do uso do método da sala de aula invertida no ensino de ED. A pesquisa objetiva avaliar o impacto da aprendizagem e a aceitação dos alunos em relação ao uso do método no contexto do ERE. Participaram do estudo 79 alunos de um curso de Ciência da Computação durante três semestres de ERE. A avaliação do impacto na aprendizagem se deu por meio de pré e pós-testes, enquanto que a aceitação dos alunos foi feita por meio de respostas autodeclaradas coletadas em formulário eletrônico. A partir dos dados analisados, observou-se um ganho de aprendizagem médio de 25,35% e cerca de 74,7% de aceitação das aulas invertidas. Conclui-se que a metodologia usada impactou positivamente no desempenho e na aceitação em relação às práticas docentes no contexto do ERE.
Palavras-chave:
Sala de aula invertida, ensino de estrutura de dados, ensino remoto emergencial
Referências
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Benjamin Tyler and Madina Abdrakhmanova. 2016. Flipping the CS1 and CS2 classrooms in Central Asia. In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 1–5.
Sarah Zappe, Robert Leicht, John Messner, Thomas Litzinger, and Hyeon Woo Lee. 2009. "Flipping" the classroom to explore active learning in a large undergraduate course. In ASEE Annual Conference and Exposition, Conference Proceedings.
Jiaofei Zhong. 2018. Actively Engage Students with Diverse Background Using a More Personalized Approach. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 1–5.
[n.d.]. URI Online Judge. https://www.urionlinejudge.com.br. acessado em 17/10/2021.
Pedro Araújo,Cecília Costa, Windson Viana, Nécio Veras, and Eder J P Farias. 2020. Automatic Personalisation of Study Guides in Flipped Classroom: A Case Study in a Distributed Systems Course. In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
Pedro Araujo, Windson Viana, Necio Veras,Eder Jacques Farias, and José Aires de Castro Filho. 2019. Exploring students perceptions and performance in flipped classroom designed with adaptive learning techniques: A study in distributed systems courses. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 30. 219.
Maurício Arimoto and Weldrey Oliveira. 2019. Dificuldades no Processo de Aprendizagem de Programação de Computadores: um Survey com Estudantes de Cursos da Área de Computação. 244–254.
Jonathan Bergmann and Aaron Sams. 2012. Flip your classroom: Reach every student in every class every day. International society for technology in education. http://books.google.com/books?id=nBi2pwAACAAJ
Mireilla Bikanga Ada. 2020. Teaching Algorithms and Data Structures: A Tale of Two Approaches.
Adriana Dantas. 2015. Uma Avaliação do Modelo da Sala de Aula Invertida no Ensino Superior. Anais dos Workshops do Congresso Brasileiro de Informática na Educação 4, 1, 512.
Pedro Teixeira de Araújo. 2019. FCTOOL: uma ferramenta para a geração de roteiros adaptativos de aulas invertidas de sistemas distribuídos. Mestrado em Ciência da Computação. Universidade Federal do Ceará, Fortaleza.
William Simão de Deus, Maria Lydia Fioravanti, Camila Dias de Oliveira, and Ellen Francine Barbosa. 2020. Emergency Remote Computer Science Education in Brazil during the COVID-19 pandemic: Impacts and Strategies. Revista Brasileira de Informática na Educação 28, 1032–1059.
Aracele Garcia de Oliveira Fassbinder, Marcelo Fassbinder, and Ellen Francine Barbosa. 2015. From flipped classroom theory to the personalized design of learning experiences in MOOCs. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 1–8.
Amanda Hartwig, Marlei Silveira, Leonardo Fronza, Heitor Silveira, Mauro Mattos, and Luciana Kohler. 2019. Metodologias ativas para o ensino na graduação na área de Computação. 1134–1138.
Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust, Aaron Bond, et al. 2020. The difference between emergency remote teaching and online learning. Educause review 27, 1–12.
Long-Jun Huang, En Fan, Ke-Li Hu, and Sheng Feng. 2020. Research and Practice of Flipped Classroom in Data Structure. Journal of Computers 31, 5, 302–309.
Cassandra Ribeiro Joye, Marília Maia Moreira, and Sinara Socorro Duarte Rocha. 2020. Educação a Distância ou Atividade Educacional Remota Emergencial: em busca do elo perdido da educação escolar em tempos de COVID-19. Research, Society and Development 9, 7, e521974299–e521974299
Alison King. 1993. From sage on the stage to guide on the side. College teaching 41, 1, 30–35.
Lisa L Lacher and Mark C Lewis. 2015. The effectiveness of video quizzes in a flipped class. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education. ACM, 224–228.
Celine Latulipe, Stephen MacNeil, and Brian Thompson. 2018. Evolving a data structures class toward inclusive success. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 1–9.
Greg C. Lee and Pei-Lun Lee. 2015. Datastructures in flipped classroom: Students’ effort and preference. In 2015 International Conference on Learning and Teaching in Computing and Engineering. IEEE, 152–155.
Rensis Likert. 1932. A technique for the measurement of attitudes. Archives of psychology.
Mary Lou Maher, Celine Latulipe, Heather Lipford, and Audrey Rorrer. 2015. Flipped Classroom Strategies for CS Education. 218–223.
Gonzalo Martínez-Muñoz and Estrella Pulido. 2015. Using a SPOC to flip the classroom. In 2015 IEEE global Engineering education conference (EDUCON). IEEE, 431–436.
Bárbara Augusta Faria Silva Martins, Ana Clara Amado Dolabella, Nathália Silva Rabelo, Ariadne Silva Daher Resende, and Anna Júlia Dourado Moreira. 2021. Desafios do Ensino Remoto Emergencial. In Anais do Congresso Nacional Universidade, EAD e Software Livre, Vol. 1.
Tyler Rinker. 2014. Likert
Carina Alexandra Rondini, Ketilin Mayra Pedro, and Cláudia dos Santos Duarte. 2020. PANDEMIA DO COVID-19 E O ENSINO REMOTO EMERGENCIAL: MUDANÇAS NA PRÁXIS DOCENTE. EDUCAÇÃO 10, 1, 41–57.
Allison Stanger. 2020. Make All Courses Pass/Fail Now. Chronicle of Higher Education. Retrieved July 27, 2020
Peter Strelan, Amanda Osborn, and Edward Palmer. 2020. The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 100314.
The New York Times. [n.d.]. A Timeline of the Coronavirus Pandemic. https://www.nytimes.com/article/coronavirus-timeline.html. acessado em 17/10/2021.
Benjamin Tyler and Madina Abdrakhmanova. 2016. Flipping the CS1 and CS2 classrooms in Central Asia. In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 1–5.
Sarah Zappe, Robert Leicht, John Messner, Thomas Litzinger, and Hyeon Woo Lee. 2009. "Flipping" the classroom to explore active learning in a large undergraduate course. In ASEE Annual Conference and Exposition, Conference Proceedings.
Jiaofei Zhong. 2018. Actively Engage Students with Diverse Background Using a More Personalized Approach. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 1–5.
Publicado
24/04/2022
Como Citar
SOUZA, Bianca; VERAS, Nécio; OLIVINDO, Mayara; MENDES, Elanne; ROCHA, Lincoln; VIANA, Windson.
Ensino invertido de Estrutura de Dados no contexto do Ensino Remoto Emergencial. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 2. , 2022, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 77-87.
DOI: https://doi.org/10.5753/educomp.2022.19201.
