Assessment of PBL Maturity from a Student Perspective: A case study in heterogeneous Introduction to Programming Classes
Abstract
This study investigates students' perceptions of the principles of Problem-Based Learning (PBL) in the context of software programming education within a heterogeneous class. The aim is to evaluate how adherence to principles related to problems, learning environment, support content, and assessment model affects the effectiveness of PBL, considering the diversity of students' skills and knowledge in group work. A qualitative case study will be conducted using participant observation, questionnaires, and interviews. Potential contributions include improvements in software programming teaching practices, advances in understanding interaction and learning, and promoting more effective and engaging education through active approaches like PBL. The results are expected to encourage the adoption of stimulating teaching strategies in preparing students for the constantly evolving job market in the computing field, contributing to a digitally skilled society.
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