Analisando a Efetividade do PBL no Ensino de Programação de Software: Um Estudo Qualitativo em uma Turma Heterogênea
Resumo
O ensino de programação de software enfrenta desafios significativos devido à diversidade de linguagens, paradigmas e à constante evolução tecnológica. Abordagens ativas, como o Aprendizado Baseado em Problemas (PBL), têm sido adotadas para superar esses desafios, mas sua efetividade pode variar dependendo do contexto e das habilidades dos alunos. Este estudo investiga a percepção dos alunos sobre o PBL em uma turma heterogênea de programação de software, analisando como os aspectos problema, conteúdo, ambiente, capital humano e avaliação afetam sua efetividade. Os resultados indicam que o PBL contribui para a melhoria da retenção de conhecimentos, habilidades e atitudes, embora alguns alunos enfrentem dificuldades no aspecto problema e ambiente. O estudo visa identificar estratégias de ensino mais motivadoras e colaborativas na educação de computação.Referências
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Chen, J., Kolmos, A., and Du, X. (2021). Forms of implementation and challenges of pbl in engineering education: a review of literature. European Journal of Engineering Education, 46(1):90–115.
Christensen, H. B. (2016). Teaching devops and cloud computing using a cognitive apprenticeship and story-telling approach. In Proceedings of the 2016 ACM conference on innovation and technology in computer science education, pages 174–179.
dos Santos, S. C. (2023). Transforming Computing Education with Problem-Based Learning: From Educational Goals to Competencies. Cambridge Scholars Publishing.
dos Santos, S. C., Figuerêdo, C. O., and Wanderley, F. (2013). Pbl-test: A model to evaluate the maturity of teaching processes in a pbl approach. In 2013 IEEE Frontiers in Education Conference (FIE), pages 595–601. IEEE.
Garbin, F. G. d. B., ten Caten, C. S., and Jesus Pacheco, D. A. d. (2022). A capability maturity model for assessment of active learning in higher education. Journal of Applied Research in Higher Education, 14(1):295–316.
Kastl, P. and Romeike, R. (2018). Agile projects to foster cooperative learning in heterogeneous classes. In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 1182–1191. IEEE.
Kechagias, K. (2011). Teaching and assessing soft skills.
Kumar, A. N. and Raj, R. K. (2023). Computer science curricula 2023 (cs2023) community engagement by the acm/ieee-cs/aaai joint task force. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 2, pages 1212–1213.
Recife, S. (2023). Softex recife. Acessado em: 11 out. 2023.
Rodrigues, A. N. and dos Santos, S. C. (2016). A framework for applying problem-based learning to computing education. In 2016 IEEE Frontiers in Education Conference (FIE), pages 1–7.
Savery, J. R. and Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5):31–38.
Souleiman, A. H. (2017). Orchestration and adaptation of learning scenarios—application to the case of programming learning/teaching. In 2017 IEEE/ACS 14th International Conference on Computer Systems and Applications (AICCSA), pages 7–11. IEEE.
Souza, S. M. and Bittencourt, R. A. (2019). Motivation and engagement with pbl in an introductory programming course. In 2019 IEEE Frontiers in Education Conference (FIE), pages 1–9. IEEE.
World Economic Forum (2023). The future of jobs report 2023. Accessed: 2024-10-12.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Publicado
07/04/2025
Como Citar
RIBEIRO, André Luiz Bartolomeu; LIMA, Simone Cristiane dos Santos.
Analisando a Efetividade do PBL no Ensino de Programação de Software: Um Estudo Qualitativo em uma Turma Heterogênea. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 5. , 2025, Juiz de Fora/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 191-203.
ISSN 3086-0733.
DOI: https://doi.org/10.5753/educomp.2025.5374.
