Validação de Rubricas Educacionais para Fomentar a Aprendizagem Regulada de Alunos em Cursos Iniciais de Programação
Resumo
A exploração da aprendizagem regulada possui relevância no contexto da introdução à programação de computadores, envolvendo aspectos como a regulação da motivação, engajamento, cognição e metacognição do estudante, além de coordenação social da aprendizagem, na qual os alunos se regulam em colaboração com colegas ou professores. é importante que haja o desenvolvimento de cenários de aprendizagem que envolvam as tarefas dos alunos e avaliação de suas competências, exigindo uma compreensão abrangente das diferentes estratégias em diversas dimensões. Para abordar essa questão, este estudo apresenta o desenvolvimento e validação de uma rubrica educacional, utilizando uma abordagem baseada em design, a fim de orientar as práticas pedagógicas dos professores, apoiando-os na criação de ambientes de aprendizagem que promovam a autorregulação e a regulação compartilhada dos alunos.
Palavras-chave:
Rubricas, Regulação, Programação Introdutória
Referências
D. Sleeman, “The challenges of teaching computer programming,” Commun. ACM, vol. 29, pp. 840–841, 1986.
A. Gomes and A. J. Mendes, “An environment to improve programming education,” in Proceedings of the 2007 International Conference on Computer Systems and Technologies, ser. CompSysTech ’07. New York, NY, USA: Association for Computing Machinery, 2007. [Online]. DOI: 10.1145/1330598.1330691
M.-H. So and J. Kim, “An analysis of the difficulties of elementary school students in python programming learning,” International Journal on Advanced Science, Engineering and Information Technology, 2018.
J. Figueiredo and F. García-Peñalvo, “Building skills in introductory programming,” Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2018.
S. M. M. Rubiano, O. López-Cruz, and E. Soto, “Teaching computer programming: Practices, difficulties and opportunities,” 2015 IEEE Frontiers in Education Conference (FIE), pp. 1–9, 2015.
A. F. Hadwin and M. Oshige, “Self-regulation, coregulation, and socially shared regulation of learning,” in Handbook of Self-Regulation of Learning and Performance, B. J. Zimmerman and D. H. Schunk, Eds. Routledge, 2011, pp. 65–84.
A. F. Hadwin, S. Järvelä, and M. Miller, “Self-regulation, co-regulation, and shared regulation in collaborative learning environments,” in Theoretical foundations of learning environments, D. H. Jonassen and S. M. Land, Eds. Routledge, 2010, pp. 153–189.
K. Falkner, R. Vivian, and N. J. G. Falkner, “Exploring novice programming mistakes: Educator beliefs vs student data,” in Proceedings of the 19th ACM conference on Innovation and technology in computer science education, 2014, pp. 44–49.
D. Mourão, L. Gouveia, and C. Coutinho, “Dropout prediction in programming courses with a learning management system: An evolutionary approach,” International Journal of Engineering Pedagogy, vol. 9, no. 3, pp. 72–85, 2019. 8
T. Pedrosa, “Teaching problem solving in introductory programming courses: A systematic mapping study,” in Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, 2020, pp. 485–491.
C. K. K. Chan, “Co-regulation of learning in computer-supported collaborative learning environments: a discussion,” Metacognition and Learning, vol. 7, pp. 63–73, 2012.
J. Splichal, J. Oshima, and R. Oshima, “Regulation of collaboration in project-based learning mediated by cscl scripting reflection,” Comput. Educ., vol. 125, pp. 132–145, 2018.
R. Baumeister, M. Gailliot, C. DeWall, and M. Oaten, “Self-regulation and personality: how interventions increase regulatory success, and how depletion moderates the effects of traits on behavior.” Journal of personality, vol. 74 6, pp. 1773–801, 2006.
T. Heatherton, R. Lopez, and D. Wagner, “Self-regulation and selfregulation failure,” Brain Mapping: An Encyclopedic Reference, vol. 3, pp. 41–44, 12 2015.
B. Hinnant-Crawford, M. Faison, and M.-L. Chang, “Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement,” Journal for Multicultural Education, vol. 10, pp. 274–293, 08 2016.
E. Saariaho, K. Pyhältö, A. Toom, J. Pietarinen, and T. Soini, “Student teachers’ self- and co-regulation of learning during teacher education,” Learning: Research and Practice, vol. 2, pp. 44 – 63, 2016.
L. Zheng and J. Yu, “The empirical study on self-regulation, coregulation, and socially shared regulation in computer-supported collaborative learning,” 2015 IEEE 15th International Conference on Advanced Learning Technologies, pp. 180–184, 2015.
M. Miller and A. Hadwin, “Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in cscl,” Comput. Hum. Behav., vol. 52, pp. 573–588, 2015.
D. Fernandes, “Rubricas de avaliação,” Folha de apoio à formação - Projeto de Monitorização, Acompanhamento e Investigação em Avaliação Pedagógica (MAIA), 2021, disponível em: [link].
S. Brookhart, A. for Supervision, and C. Development, How to Create and Use Rubrics for Formative Assessment and Grading, ser. ASCD member book. ASCD, 2013. [Online]. Available: [link]
P. R. Pintrich, “The role of goal orientation in self-regulated learning,” in Handbook of self-regulation, M. Boekaerts, P. R. Pintrich, and M. Zeidner, Eds. Academic Press, 2000, pp. 451–502.
A. Hadwin, S. Järvelä, and M. Miller, “Self-regulation, co-regulation, and shared regulation in collaborative learning environments,” in Handbook of self-regulation of learning and performance, 2nd ed., D. Schunk and J. Greene, Eds. New York, NY: Routledge, 2018.
S. Järvelä, H. Järvenoja, J. Malmberg, J. Isohätälä, and M. Sobocinski, “How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?” Learning and Instruction, vol. 43, pp. 39–51, 2016.
J. Malmberg, S. Järvelä, H. Järvenoja, and E. Panadero, “Promoting socially shared regulation of learning in cscl: Progress of socially shared regulation among high- and low-performing groups,” Comput. Hum. Behav., vol. 52, pp. 562–572, 2015.
A. Lishinski and A. Yadav, “Self-evaluation interventions: Impact on self-efficacy and performance in introductory programming,” ACM Trans. Comput. Educ., vol. 21, no. 3, jun 2021. [Online]. DOI: 10.1145/3447378
J. Lee, A. M. Kazerouni, C. Siu, and T. Migler, “Exploring the impact of cognitive awareness scaffolding for debugging in an introductory programming class,” in Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, ser. SIGCSE 2023. New York, NY, USA: Association for Computing Machinery, 2023, p. 1007–1013. [Online]. DOI: 10.1145/3545945.3569871
L. Margulieux, B. Morrison, and A. Decker, “Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples,” IJ STEM Ed, vol. 7, p. 19, 2020. [Online]. DOI: 10.1186/s40594-020-00222-7
A. K. Alkhalifa, “Designing a prototype model of peer assessment for introductory computer programming courses,” Ph.D. dissertation, Newcastle University, Newcastle upon Tyne, UK, November 2022. [Online]. Available: [link]
D. Campos and D. Ferreira, “Um estudo exploratório do uso de rubricas pedagógicas para avaliar a aprendizagem corregulada e a regulação compartilhada de estudantes de disciplinas introdutórias de programação,” in Anais do VIII Congresso sobre Tecnologias na Educação. Porto Alegre, RS, Brasil: SBC, 2023, pp. 370–379. [Online]. Available: [link]
B. A. Modi, A. Cain, G. Wood-Bradley, L. Tubino, and J. Renzella, “Improving computing education through a holistic learning framework: A focus group study,” in 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 2023, pp. 1–8.
C. Tsai, L. Lee, Y. Cheng et al., “Integrating online metacognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of internet use in a cloud classroom,” Universal Access in the Information Society, vol. 23, pp. 395–410, 2024. [Online]. DOI: 10.1007/s10209-022-00958-9
A. E. R. Matta, F. d. P. S. d. Silva, and E. M. Boaventura, “Design-based research ou pesquisa de desenvolvimento: metodologia para pesquisa aplicada de inovação em educação do século xxi,” Revista da FAEEBA: educação e contemporaneidade, vol. 23, no. 42, pp. 23–36, 2014.
M. Romero-Ariza, “Uniendo investigación, política y práctica educativas: Dbr, desafíos y oportunidades,” Magis, Revista Internacional de Investigación en Educación, vol. 7, no. 14, p. 159–176, dic. 2014. [Online]. Available: [link]
M. Romero-Ariza, A. M. Abril, and A. Quesada, “Design and evaluation of teaching materials for responsible research and innovation,” Sisyphus — Journal of Education, vol. 5, no. 3, pp. 28–43, 2017. [Online]. Available: [link]
M. Lima, D. Ferreira, and E. Dias, “Uso de rubricas em disciplinas de programação introdutória: Uma revisão sistemática da literatura,” in Anais do XXXV Simpósio Brasileiro de Informática na Educação. Porto Alegre, RS, Brasil: SBC, 2024, pp. 1–14. [Online]. Available: [link]
D. J. Ferreira, D. S. de Campos, and A. C. Gonçalves, “Um framework de estratégias de autorregulação contextualizado em programação introdut ória,” in Anais do XXXI Workshop sobre Educação em Computação. SBC, 2023, pp. 396–407.
D. Campos and A. C. Gonçalves, “A framework of contextualized social regulation strategies in introductory programming,” in Proceedings of the 57th Hawaii International Conference on System Sciences. Honolulu: Hamilton Library - University of Hawaii at Manoa, 2024, pp. 5124–5133.
A. Gomes and A. J. Mendes, “An environment to improve programming education,” in Proceedings of the 2007 International Conference on Computer Systems and Technologies, ser. CompSysTech ’07. New York, NY, USA: Association for Computing Machinery, 2007. [Online]. DOI: 10.1145/1330598.1330691
M.-H. So and J. Kim, “An analysis of the difficulties of elementary school students in python programming learning,” International Journal on Advanced Science, Engineering and Information Technology, 2018.
J. Figueiredo and F. García-Peñalvo, “Building skills in introductory programming,” Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2018.
S. M. M. Rubiano, O. López-Cruz, and E. Soto, “Teaching computer programming: Practices, difficulties and opportunities,” 2015 IEEE Frontiers in Education Conference (FIE), pp. 1–9, 2015.
A. F. Hadwin and M. Oshige, “Self-regulation, coregulation, and socially shared regulation of learning,” in Handbook of Self-Regulation of Learning and Performance, B. J. Zimmerman and D. H. Schunk, Eds. Routledge, 2011, pp. 65–84.
A. F. Hadwin, S. Järvelä, and M. Miller, “Self-regulation, co-regulation, and shared regulation in collaborative learning environments,” in Theoretical foundations of learning environments, D. H. Jonassen and S. M. Land, Eds. Routledge, 2010, pp. 153–189.
K. Falkner, R. Vivian, and N. J. G. Falkner, “Exploring novice programming mistakes: Educator beliefs vs student data,” in Proceedings of the 19th ACM conference on Innovation and technology in computer science education, 2014, pp. 44–49.
D. Mourão, L. Gouveia, and C. Coutinho, “Dropout prediction in programming courses with a learning management system: An evolutionary approach,” International Journal of Engineering Pedagogy, vol. 9, no. 3, pp. 72–85, 2019. 8
T. Pedrosa, “Teaching problem solving in introductory programming courses: A systematic mapping study,” in Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, 2020, pp. 485–491.
C. K. K. Chan, “Co-regulation of learning in computer-supported collaborative learning environments: a discussion,” Metacognition and Learning, vol. 7, pp. 63–73, 2012.
J. Splichal, J. Oshima, and R. Oshima, “Regulation of collaboration in project-based learning mediated by cscl scripting reflection,” Comput. Educ., vol. 125, pp. 132–145, 2018.
R. Baumeister, M. Gailliot, C. DeWall, and M. Oaten, “Self-regulation and personality: how interventions increase regulatory success, and how depletion moderates the effects of traits on behavior.” Journal of personality, vol. 74 6, pp. 1773–801, 2006.
T. Heatherton, R. Lopez, and D. Wagner, “Self-regulation and selfregulation failure,” Brain Mapping: An Encyclopedic Reference, vol. 3, pp. 41–44, 12 2015.
B. Hinnant-Crawford, M. Faison, and M.-L. Chang, “Culture as mediator: Co-regulation, self-regulation, and middle school mathematics achievement,” Journal for Multicultural Education, vol. 10, pp. 274–293, 08 2016.
E. Saariaho, K. Pyhältö, A. Toom, J. Pietarinen, and T. Soini, “Student teachers’ self- and co-regulation of learning during teacher education,” Learning: Research and Practice, vol. 2, pp. 44 – 63, 2016.
L. Zheng and J. Yu, “The empirical study on self-regulation, coregulation, and socially shared regulation in computer-supported collaborative learning,” 2015 IEEE 15th International Conference on Advanced Learning Technologies, pp. 180–184, 2015.
M. Miller and A. Hadwin, “Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in cscl,” Comput. Hum. Behav., vol. 52, pp. 573–588, 2015.
D. Fernandes, “Rubricas de avaliação,” Folha de apoio à formação - Projeto de Monitorização, Acompanhamento e Investigação em Avaliação Pedagógica (MAIA), 2021, disponível em: [link].
S. Brookhart, A. for Supervision, and C. Development, How to Create and Use Rubrics for Formative Assessment and Grading, ser. ASCD member book. ASCD, 2013. [Online]. Available: [link]
P. R. Pintrich, “The role of goal orientation in self-regulated learning,” in Handbook of self-regulation, M. Boekaerts, P. R. Pintrich, and M. Zeidner, Eds. Academic Press, 2000, pp. 451–502.
A. Hadwin, S. Järvelä, and M. Miller, “Self-regulation, co-regulation, and shared regulation in collaborative learning environments,” in Handbook of self-regulation of learning and performance, 2nd ed., D. Schunk and J. Greene, Eds. New York, NY: Routledge, 2018.
S. Järvelä, H. Järvenoja, J. Malmberg, J. Isohätälä, and M. Sobocinski, “How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?” Learning and Instruction, vol. 43, pp. 39–51, 2016.
J. Malmberg, S. Järvelä, H. Järvenoja, and E. Panadero, “Promoting socially shared regulation of learning in cscl: Progress of socially shared regulation among high- and low-performing groups,” Comput. Hum. Behav., vol. 52, pp. 562–572, 2015.
A. Lishinski and A. Yadav, “Self-evaluation interventions: Impact on self-efficacy and performance in introductory programming,” ACM Trans. Comput. Educ., vol. 21, no. 3, jun 2021. [Online]. DOI: 10.1145/3447378
J. Lee, A. M. Kazerouni, C. Siu, and T. Migler, “Exploring the impact of cognitive awareness scaffolding for debugging in an introductory programming class,” in Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, ser. SIGCSE 2023. New York, NY, USA: Association for Computing Machinery, 2023, p. 1007–1013. [Online]. DOI: 10.1145/3545945.3569871
L. Margulieux, B. Morrison, and A. Decker, “Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples,” IJ STEM Ed, vol. 7, p. 19, 2020. [Online]. DOI: 10.1186/s40594-020-00222-7
A. K. Alkhalifa, “Designing a prototype model of peer assessment for introductory computer programming courses,” Ph.D. dissertation, Newcastle University, Newcastle upon Tyne, UK, November 2022. [Online]. Available: [link]
D. Campos and D. Ferreira, “Um estudo exploratório do uso de rubricas pedagógicas para avaliar a aprendizagem corregulada e a regulação compartilhada de estudantes de disciplinas introdutórias de programação,” in Anais do VIII Congresso sobre Tecnologias na Educação. Porto Alegre, RS, Brasil: SBC, 2023, pp. 370–379. [Online]. Available: [link]
B. A. Modi, A. Cain, G. Wood-Bradley, L. Tubino, and J. Renzella, “Improving computing education through a holistic learning framework: A focus group study,” in 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 2023, pp. 1–8.
C. Tsai, L. Lee, Y. Cheng et al., “Integrating online metacognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of internet use in a cloud classroom,” Universal Access in the Information Society, vol. 23, pp. 395–410, 2024. [Online]. DOI: 10.1007/s10209-022-00958-9
A. E. R. Matta, F. d. P. S. d. Silva, and E. M. Boaventura, “Design-based research ou pesquisa de desenvolvimento: metodologia para pesquisa aplicada de inovação em educação do século xxi,” Revista da FAEEBA: educação e contemporaneidade, vol. 23, no. 42, pp. 23–36, 2014.
M. Romero-Ariza, “Uniendo investigación, política y práctica educativas: Dbr, desafíos y oportunidades,” Magis, Revista Internacional de Investigación en Educación, vol. 7, no. 14, p. 159–176, dic. 2014. [Online]. Available: [link]
M. Romero-Ariza, A. M. Abril, and A. Quesada, “Design and evaluation of teaching materials for responsible research and innovation,” Sisyphus — Journal of Education, vol. 5, no. 3, pp. 28–43, 2017. [Online]. Available: [link]
M. Lima, D. Ferreira, and E. Dias, “Uso de rubricas em disciplinas de programação introdutória: Uma revisão sistemática da literatura,” in Anais do XXXV Simpósio Brasileiro de Informática na Educação. Porto Alegre, RS, Brasil: SBC, 2024, pp. 1–14. [Online]. Available: [link]
D. J. Ferreira, D. S. de Campos, and A. C. Gonçalves, “Um framework de estratégias de autorregulação contextualizado em programação introdut ória,” in Anais do XXXI Workshop sobre Educação em Computação. SBC, 2023, pp. 396–407.
D. Campos and A. C. Gonçalves, “A framework of contextualized social regulation strategies in introductory programming,” in Proceedings of the 57th Hawaii International Conference on System Sciences. Honolulu: Hamilton Library - University of Hawaii at Manoa, 2024, pp. 5124–5133.
Publicado
22/10/2025
Como Citar
LIMA, Maurício; FERREIRA, Deller; DIAS, Elisângela Silva.
Validação de Rubricas Educacionais para Fomentar a Aprendizagem Regulada de Alunos em Cursos Iniciais de Programação. In: CONGRESSO LATINO-AMERICANO DE SOFTWARE LIVRE E TECNOLOGIAS ABERTAS (LATINOWARE), 22. , 2025, Foz do Iguaçu/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 10-18.
DOI: https://doi.org/10.5753/latinoware.2025.14208.
