Teaching Software Engineering: An Overview of Current Approaches and Practices in the Last Decade of SBES
Resumo
Software Engineering is constantly evolving, with new tools and programming languages fluctuating in popularity over time. However, the curriculum of Software Engineering disciplines cannot keep up with these innovations and remain current. On the other hand, if the courses promote constant adaptation of the teaching of the subject to keep it in line with updates, this may result in a misaligned curriculum. Therefore, it is necessary to have an indepth understanding of successful practices, the challenges faced, and the opportunities that may arise in this process. Based on this understanding, this paper presents a bibliographic study of the Brazilian Symposium on Software Engineering (SBES) over the last ten years (2013 to 2023) with the main objective of investigating the approaches currently used to promote teaching areas that include Software Engineering. In this way, 48 papers were identified that aim to answer the questions investigated. Finally, the intention is, based on the best practices measured, to develop a strategic model that can serve as a guide for identifying existing approaches.
Palavras-chave:
Software Engineering Education, Teaching, Bibliographic Study
Referências
Cláuvin Almeida, Marcos Kalinowski, Anderson Uchôa, and Bruno Feijó. 2023. Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Information and Software Technology 156 (2023), 107142.
Fabiane Barreto Vavassori Benitti. 2017. As a teacher, I want to know what to teach in requirements engineering so that professionals can be better prepared. In Proceedings of the XXXI Brazilian Symposium on Software Engineering (Fortaleza, CE, Brazil) (SBES ’17). Association for Computing Machinery, New York, NY, USA, 318–327. DOI: 10.1145/3131151.3131185
Thiago A. Beppe, Ítalo Linhares de Araújo, Bruno Sabóia Aragão, Ismayle de Sousa Santos, Davi Ximenes, and Rossana M. Castro Andrade. 2018. GreaTest: a card game to motivate the software testing learning. In Proceedings of the XXXII Brazilian Symposium on Software Engineering (Sao Carlos, Brazil) (SBES ’18). Association for Computing Machinery, New York, NY, USA, 298–307. DOI: 10.1145/3266237.3266254
Andréa Sabedra Bordin, Lorenzo Mendes Rodrigues, and Tarcisio Casagrande. 2023. Ensino, Pesquisa e Extensão no Ensino de Engenharia de Software: Um Relato de Experiência. In Anais do XXXIWorkshop sobre Educação em Computação. SBC, 30–40.
Pierre Bourque, Robert Dupuis, Alain Abran, JamesWMoore, and Leonard Tripp. 1999. The guide to the software engineering body of knowledge. IEEE software 16, 6 (1999), 35–44.
A Brito and J Vieira. 2017. ’2TScrum’ A Board Game to Teach Scrum. In Proceedings of the XXXI Brazilian Symposium on Software Engineering. 279–288.
Vitor Castro and Adam Santos. 2021. Evaluation of the application of gamification in the discipline of Software Engineering in times of pandemic. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 163–169.
Yandson Costa, Dayanne Gomes, Sebastião Santos, Nathasha Pinto, Davi Viana, Geraldo Braz, and Luis Rivero. 2020. Identifying improvement opportunities in software engineering education at the maranhao state: Listening to voices from academy and industry. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 860–869.
Jarbele Coutinho, Wilkerson Andrade, and Patricia Machado. 2021. Teaching exploratory tests through pbl and jitt: An experience report in a context of distributed teams. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 205–214.
Maria Couto and Breno Miranda. 2023. l10n-trainer: a Tool to Assist in the Training of Localization (l10n) and Internationalization (i18n) Testers. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 277–282.
Andrew Diniz da Costa, Hendi Lemos Coelho, Ricardo Almeida Venieris, Carlos José Pereira de Lucena, Gustavo Robichez Carvalho, and Marcelo Fernandes Pereira. 2020. Assessing a Multidisciplinary Group of Undergraduate Students Applying the Challenge Based Learning Methodology to Learn Mobile Development. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 700–709.
José Adson OG da Cunha, Gabriel Araújo Marques, Wellington Lourenço Lemos, Uélio Dornelas Câmara Jr, and Francisco JS Vasconcellos. 2018. Software engineering education in Brazil: a mapping study. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 348–356.
Maria Elizabeth Bianconcini de Almeida and Maria Elisabette Brito Prado. 2003. Criando situações de aprendizagem colaborativa. Workshop em Informática na Educação - WIE (2003), 53–60.
Lis Ângela De Bortoli. 2018. Non-conventional dynamics in a Software Engineering Course: practical and ludic activities. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 328–337.
Fabrício de Sousa Pinto and Paulo Caetano Silva. 2017. Gamification applied for software engineering teaching-learning process. In Proceedings of the XXXI Brazilian Symposium on Software Engineering. 299–307.
Luciana Mara Freitas Diniz, Fischer Jônatas Ferreira, and Joao Paulo Diniz. 2021. Interdisciplinaridade no ensino de engenharia de software e interaçao humanocomputador com a utilizaçao de tecnologias digitais: um relato de experiência. In Anais do XXVII Workshop de Informática na Escola. SBC, 116–127.
Maria Elaine Silva dos Santos, Tamires Siqueira Rocha, and Mirko Barbosa Perkusich. 2021. O ensino de engenharia de software no nível superior: um mapeamento sistemático. Revista Principia-Divulgação Científica e Tecnológica do IFPB 56 (2021), 116–125.
Cláudio Marcio Felisbino, Adolfo Gustavo Serra Seca Neto, and Laudelino Cordeiro Bastos. 2018. Supporting to the teaching and learning process in object orientation during the construction of class diagrams. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 338–347.
Thaís Ferreira, Davi Viana, Juliana Fernandes, and Rodrigo Santos. 2018. Identifying emerging topics and difficulties in software engineering education in Brazil. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 230–239.
Kiev Gama and Higor Oliveira. 2022. An experience report on teaching Scrum principles in a playful way through distant collaboration with online whiteboards. In Proceedings of the XXXVI Brazilian Symposium on Software Engineering. 143–152.
Marcos Kalinowski, Tatiana Escovedo, Fernanda Pina, Adriana Vidal, Ariane Pereira Da Silva, Ricardo Ponsirenas, and Daiana Garibaldi Da Rocha. 2023. Training the Professionals that Industry Needs: The Digital Software Engineering Education Program at PUC-Rio. In Proceedings of the XXXVII Brazilian Symposium on Teaching Software Engineering: An Overview of Current Approaches and Practices in the Last Decade of SBES SBES’24, 30 de setembro a 04 de outubro de 2024, Curitiba, PR Software Engineering. 37–46.
Barbara Kitchenham and Stuart Charters. 2007. Guidelines for performing systematic literature reviews in software engineering. (2007).
Felipe Torres Leite, Jarbele CS Coutinho, and Reudismam Rolim de Sousa. 2020. An experience report about challenges of software engineering as a second cycle course. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 824–833.
José Lima, Fernanda Alencar, andWylliams Santos. 2021. A preliminary guide for assertive selection of active methodologies in software engineering education. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 170–179.
José Vinícius Lima, Mozart de Melo Alves Júnior, Andres Moya, Ricardo Almeida, Patricia Anjos, Maria Lencastre, Roberta Andrade de Araújo Fagundes Fagundes, and Fernanda Alencar. 2019. As Metodologias Ativas e o Ensino em Engenharia de Software: uma revisão sistemática da literatura. In Anais do XXV Workshop de Informática na Escola. SBC, 1014–1023.
Marcelo Maia. 2023. Crossed Teams: Leveraging Student Interaction in Software Engineering Practice. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 524–533.
Anna B Marques, Bruna Ferreira, Adriana Lopes, and Williamson Silva. 2020. Stimulating the development of soft skills in software engineering education through design thinking. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 690–699.
Andressa de Souza Silva Medeiros and Jorge Marques Prates. 2020. Metodologias Ativas no Ensino de Teste de Software para Alunos com Dedicação Parcial. Anais do Computer on the Beach 11, 1 (2020), 548–555.
Silvana M Melo, Veronica XS Moreira, Leo Natan Paschoal, and Simone RS Souza. 2020. Testing education: a survey on a global scale. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 554–563.
Mayara Olivindo, Necio Veras, Windson Viana, Mariela Cortés, and Lincoln Rocha. 2021. Gamifying flipped classes: An experience report in software engineering remote teaching. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 143–152.
Ana Carolina Oran, Rayfran Rocha Lima, Bruno Gadelha, Nayane Maia, Williamson Silva, and Luis Rivero. 2023. Empowering Technical Skills and Soft Skills in Software Engineering Students through Problem-Based Learning. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 348–357.
Sofia Costa Paiva and Dárlinton Barbosa Feres Carvalho. 2018. Software CREATION WORKSHOP: A capstone course for business-oriented software engineering teaching. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 280–288.
Leo Natan Paschoal, Myke M Oliveira, Silvana M Melo, Ellen F Barbosa, and Simone RS Souza. 2020. Evaluating the impact of software testing education through the flipped classroom model in deriving test requirements. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 570–579.
Cristiane Soares Ramos, Ricardo Ajax Dias Kosloski, Elaine Venson, Rejane M da Costa Figueiredo, and Victor Hugo A Deon. 2018. TBL as an active learningteaching methodology for software engineering courses. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 289–297.
Thalia S. Santana, Taciana N. Kudo, and Renato F. Bulcao-Neto. 2023. Undergraduates’ perspective on a pedagogical architecture to requirements engineering education. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering (SBES ’23). Association for Computing Machinery, New York, NY, USA, 422–431. DOI: 10.1145/3613372.3614194
Cynthia Pinheiro Santiago, JoséWally Mendonça Menezes, and Francisco José Alves de Aquino. 2023. Proposta e Avaliação de uma Metodologia de Aprendizagem Baseada em Projetos em Disciplinas de Engenharia de Software através de uma Sequência Didática. Revista Brasileira de Informática na Educação 31, 1 (2023), 31–59.
Sebastião Henrique Nascimento Santos, Yandson de Jesus Saraiva Costa, Davi Viana dos Santos, Alex Oliveira Barradas Filho, João Batista Bottentuit Junior, and Luis Jorge Enrique Rivero Cabrejos. 2020. Identificando jogos sérios para o ensino de engenharia de software no brasil através de um mapeamento sistemático. Research, Society and Development 9, 7 (2020), e329973702–e329973702.
Fernanda Gomes Silva, Moara Sousa Brito Lessa, Nádia da Luz Lopes, and Christina von Flach G. Chavez. 2020. Teaching UML Models with FLOSS Projects: A study carried out during the period of social isolation imposed by the COVID-19 pandemic. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 483–492.
Williamson Silva, Bruno Gadelha, Igor Steinmacher, and Tayana Conte. 2018. What are the differences between group and individual modeling when learning UML?. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 308–317.
Tamires AS Sousa and Anna BS Marques. 2020. LEARN Board Game: A game for teaching Software Architecture created through Design Science Research. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 834–843.
Anderson Felipe Souza, Bruna Ferreira, Natasha Valentim, and Tayana Conte. 2018. An experience report on teaching multiple design thinking techniques to software engineering students. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 220–229.
Patricia Torres, Paulo Alcantara, and Esrom Adriano Freitas Irala. 2017. Grupos de consenso: Uma proposta de aprendizagem colaborativa para o processo de ensino-aprendizagem. Revista Diálogo Educacional 4, 13 (2017), 129–143.
Fernando Trinta, Paulo AL Rego, and Windson Viana. 2020. Teaching development of distributed software during covid-19: An experience report in brazil. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 616–625.
Fernando Antonio Mota Trinta and Emanuele Santos. 2017. Teaching Software Development for the Cloud: An Experience Report. In Proceedings of the XXXI Brazilian Symposium on Software Engineering. 338–347.
Pedro Henrique Dias Valle, Rafaela Vilela Rocha, and José Carlos Maldonado. 2017. Testing Game: An Educational Game to Support Software Testing Education. In Proceedings of the XXXI Brazilian Symposium on Software Engineering (Fortaleza, CE, Brazil) (SBES ’17). Association for Computing Machinery, New York, NY, USA, 289–298. DOI: 10.1145/3131151.3131182
Jéssyka Vilela and Carla Silva. 2023. An Experience Report on the use of Problembased learning and Design Thinking in a Requirements Engineering Postgraduate Course. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 432–441.
Avelino F Zorzo, Daltro Nunes, Ecivaldo S Matos, Igor Steinmacher, Jair C Leite, Renata Araujo, Ronaldo CM Correia, and Simone Martins. 2017. Referenciais de Formação para os Cursos de Graduação em Computação 2017. (2017).
Fabiane Barreto Vavassori Benitti. 2017. As a teacher, I want to know what to teach in requirements engineering so that professionals can be better prepared. In Proceedings of the XXXI Brazilian Symposium on Software Engineering (Fortaleza, CE, Brazil) (SBES ’17). Association for Computing Machinery, New York, NY, USA, 318–327. DOI: 10.1145/3131151.3131185
Thiago A. Beppe, Ítalo Linhares de Araújo, Bruno Sabóia Aragão, Ismayle de Sousa Santos, Davi Ximenes, and Rossana M. Castro Andrade. 2018. GreaTest: a card game to motivate the software testing learning. In Proceedings of the XXXII Brazilian Symposium on Software Engineering (Sao Carlos, Brazil) (SBES ’18). Association for Computing Machinery, New York, NY, USA, 298–307. DOI: 10.1145/3266237.3266254
Andréa Sabedra Bordin, Lorenzo Mendes Rodrigues, and Tarcisio Casagrande. 2023. Ensino, Pesquisa e Extensão no Ensino de Engenharia de Software: Um Relato de Experiência. In Anais do XXXIWorkshop sobre Educação em Computação. SBC, 30–40.
Pierre Bourque, Robert Dupuis, Alain Abran, JamesWMoore, and Leonard Tripp. 1999. The guide to the software engineering body of knowledge. IEEE software 16, 6 (1999), 35–44.
A Brito and J Vieira. 2017. ’2TScrum’ A Board Game to Teach Scrum. In Proceedings of the XXXI Brazilian Symposium on Software Engineering. 279–288.
Vitor Castro and Adam Santos. 2021. Evaluation of the application of gamification in the discipline of Software Engineering in times of pandemic. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 163–169.
Yandson Costa, Dayanne Gomes, Sebastião Santos, Nathasha Pinto, Davi Viana, Geraldo Braz, and Luis Rivero. 2020. Identifying improvement opportunities in software engineering education at the maranhao state: Listening to voices from academy and industry. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 860–869.
Jarbele Coutinho, Wilkerson Andrade, and Patricia Machado. 2021. Teaching exploratory tests through pbl and jitt: An experience report in a context of distributed teams. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 205–214.
Maria Couto and Breno Miranda. 2023. l10n-trainer: a Tool to Assist in the Training of Localization (l10n) and Internationalization (i18n) Testers. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 277–282.
Andrew Diniz da Costa, Hendi Lemos Coelho, Ricardo Almeida Venieris, Carlos José Pereira de Lucena, Gustavo Robichez Carvalho, and Marcelo Fernandes Pereira. 2020. Assessing a Multidisciplinary Group of Undergraduate Students Applying the Challenge Based Learning Methodology to Learn Mobile Development. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 700–709.
José Adson OG da Cunha, Gabriel Araújo Marques, Wellington Lourenço Lemos, Uélio Dornelas Câmara Jr, and Francisco JS Vasconcellos. 2018. Software engineering education in Brazil: a mapping study. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 348–356.
Maria Elizabeth Bianconcini de Almeida and Maria Elisabette Brito Prado. 2003. Criando situações de aprendizagem colaborativa. Workshop em Informática na Educação - WIE (2003), 53–60.
Lis Ângela De Bortoli. 2018. Non-conventional dynamics in a Software Engineering Course: practical and ludic activities. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 328–337.
Fabrício de Sousa Pinto and Paulo Caetano Silva. 2017. Gamification applied for software engineering teaching-learning process. In Proceedings of the XXXI Brazilian Symposium on Software Engineering. 299–307.
Luciana Mara Freitas Diniz, Fischer Jônatas Ferreira, and Joao Paulo Diniz. 2021. Interdisciplinaridade no ensino de engenharia de software e interaçao humanocomputador com a utilizaçao de tecnologias digitais: um relato de experiência. In Anais do XXVII Workshop de Informática na Escola. SBC, 116–127.
Maria Elaine Silva dos Santos, Tamires Siqueira Rocha, and Mirko Barbosa Perkusich. 2021. O ensino de engenharia de software no nível superior: um mapeamento sistemático. Revista Principia-Divulgação Científica e Tecnológica do IFPB 56 (2021), 116–125.
Cláudio Marcio Felisbino, Adolfo Gustavo Serra Seca Neto, and Laudelino Cordeiro Bastos. 2018. Supporting to the teaching and learning process in object orientation during the construction of class diagrams. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 338–347.
Thaís Ferreira, Davi Viana, Juliana Fernandes, and Rodrigo Santos. 2018. Identifying emerging topics and difficulties in software engineering education in Brazil. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 230–239.
Kiev Gama and Higor Oliveira. 2022. An experience report on teaching Scrum principles in a playful way through distant collaboration with online whiteboards. In Proceedings of the XXXVI Brazilian Symposium on Software Engineering. 143–152.
Marcos Kalinowski, Tatiana Escovedo, Fernanda Pina, Adriana Vidal, Ariane Pereira Da Silva, Ricardo Ponsirenas, and Daiana Garibaldi Da Rocha. 2023. Training the Professionals that Industry Needs: The Digital Software Engineering Education Program at PUC-Rio. In Proceedings of the XXXVII Brazilian Symposium on Teaching Software Engineering: An Overview of Current Approaches and Practices in the Last Decade of SBES SBES’24, 30 de setembro a 04 de outubro de 2024, Curitiba, PR Software Engineering. 37–46.
Barbara Kitchenham and Stuart Charters. 2007. Guidelines for performing systematic literature reviews in software engineering. (2007).
Felipe Torres Leite, Jarbele CS Coutinho, and Reudismam Rolim de Sousa. 2020. An experience report about challenges of software engineering as a second cycle course. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 824–833.
José Lima, Fernanda Alencar, andWylliams Santos. 2021. A preliminary guide for assertive selection of active methodologies in software engineering education. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 170–179.
José Vinícius Lima, Mozart de Melo Alves Júnior, Andres Moya, Ricardo Almeida, Patricia Anjos, Maria Lencastre, Roberta Andrade de Araújo Fagundes Fagundes, and Fernanda Alencar. 2019. As Metodologias Ativas e o Ensino em Engenharia de Software: uma revisão sistemática da literatura. In Anais do XXV Workshop de Informática na Escola. SBC, 1014–1023.
Marcelo Maia. 2023. Crossed Teams: Leveraging Student Interaction in Software Engineering Practice. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 524–533.
Anna B Marques, Bruna Ferreira, Adriana Lopes, and Williamson Silva. 2020. Stimulating the development of soft skills in software engineering education through design thinking. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 690–699.
Andressa de Souza Silva Medeiros and Jorge Marques Prates. 2020. Metodologias Ativas no Ensino de Teste de Software para Alunos com Dedicação Parcial. Anais do Computer on the Beach 11, 1 (2020), 548–555.
Silvana M Melo, Veronica XS Moreira, Leo Natan Paschoal, and Simone RS Souza. 2020. Testing education: a survey on a global scale. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 554–563.
Mayara Olivindo, Necio Veras, Windson Viana, Mariela Cortés, and Lincoln Rocha. 2021. Gamifying flipped classes: An experience report in software engineering remote teaching. In Proceedings of the XXXV Brazilian Symposium on Software Engineering. 143–152.
Ana Carolina Oran, Rayfran Rocha Lima, Bruno Gadelha, Nayane Maia, Williamson Silva, and Luis Rivero. 2023. Empowering Technical Skills and Soft Skills in Software Engineering Students through Problem-Based Learning. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 348–357.
Sofia Costa Paiva and Dárlinton Barbosa Feres Carvalho. 2018. Software CREATION WORKSHOP: A capstone course for business-oriented software engineering teaching. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 280–288.
Leo Natan Paschoal, Myke M Oliveira, Silvana M Melo, Ellen F Barbosa, and Simone RS Souza. 2020. Evaluating the impact of software testing education through the flipped classroom model in deriving test requirements. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 570–579.
Cristiane Soares Ramos, Ricardo Ajax Dias Kosloski, Elaine Venson, Rejane M da Costa Figueiredo, and Victor Hugo A Deon. 2018. TBL as an active learningteaching methodology for software engineering courses. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 289–297.
Thalia S. Santana, Taciana N. Kudo, and Renato F. Bulcao-Neto. 2023. Undergraduates’ perspective on a pedagogical architecture to requirements engineering education. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering (SBES ’23). Association for Computing Machinery, New York, NY, USA, 422–431. DOI: 10.1145/3613372.3614194
Cynthia Pinheiro Santiago, JoséWally Mendonça Menezes, and Francisco José Alves de Aquino. 2023. Proposta e Avaliação de uma Metodologia de Aprendizagem Baseada em Projetos em Disciplinas de Engenharia de Software através de uma Sequência Didática. Revista Brasileira de Informática na Educação 31, 1 (2023), 31–59.
Sebastião Henrique Nascimento Santos, Yandson de Jesus Saraiva Costa, Davi Viana dos Santos, Alex Oliveira Barradas Filho, João Batista Bottentuit Junior, and Luis Jorge Enrique Rivero Cabrejos. 2020. Identificando jogos sérios para o ensino de engenharia de software no brasil através de um mapeamento sistemático. Research, Society and Development 9, 7 (2020), e329973702–e329973702.
Fernanda Gomes Silva, Moara Sousa Brito Lessa, Nádia da Luz Lopes, and Christina von Flach G. Chavez. 2020. Teaching UML Models with FLOSS Projects: A study carried out during the period of social isolation imposed by the COVID-19 pandemic. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 483–492.
Williamson Silva, Bruno Gadelha, Igor Steinmacher, and Tayana Conte. 2018. What are the differences between group and individual modeling when learning UML?. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 308–317.
Tamires AS Sousa and Anna BS Marques. 2020. LEARN Board Game: A game for teaching Software Architecture created through Design Science Research. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 834–843.
Anderson Felipe Souza, Bruna Ferreira, Natasha Valentim, and Tayana Conte. 2018. An experience report on teaching multiple design thinking techniques to software engineering students. In Proceedings of the XXXII Brazilian Symposium on Software Engineering. 220–229.
Patricia Torres, Paulo Alcantara, and Esrom Adriano Freitas Irala. 2017. Grupos de consenso: Uma proposta de aprendizagem colaborativa para o processo de ensino-aprendizagem. Revista Diálogo Educacional 4, 13 (2017), 129–143.
Fernando Trinta, Paulo AL Rego, and Windson Viana. 2020. Teaching development of distributed software during covid-19: An experience report in brazil. In Proceedings of the XXXIV Brazilian Symposium on Software Engineering. 616–625.
Fernando Antonio Mota Trinta and Emanuele Santos. 2017. Teaching Software Development for the Cloud: An Experience Report. In Proceedings of the XXXI Brazilian Symposium on Software Engineering. 338–347.
Pedro Henrique Dias Valle, Rafaela Vilela Rocha, and José Carlos Maldonado. 2017. Testing Game: An Educational Game to Support Software Testing Education. In Proceedings of the XXXI Brazilian Symposium on Software Engineering (Fortaleza, CE, Brazil) (SBES ’17). Association for Computing Machinery, New York, NY, USA, 289–298. DOI: 10.1145/3131151.3131182
Jéssyka Vilela and Carla Silva. 2023. An Experience Report on the use of Problembased learning and Design Thinking in a Requirements Engineering Postgraduate Course. In Proceedings of the XXXVII Brazilian Symposium on Software Engineering. 432–441.
Avelino F Zorzo, Daltro Nunes, Ecivaldo S Matos, Igor Steinmacher, Jair C Leite, Renata Araujo, Ronaldo CM Correia, and Simone Martins. 2017. Referenciais de Formação para os Cursos de Graduação em Computação 2017. (2017).
Publicado
30/09/2024
Como Citar
CLEMENTINO, Ana; LIMA, Erick; LIMA, Luann; GUEDES, André; NETTO, Dorgival; COUTINHO, Jarbele.
Teaching Software Engineering: An Overview of Current Approaches and Practices in the Last Decade of SBES. In: SIMPÓSIO BRASILEIRO DE ENGENHARIA DE SOFTWARE (SBES), 38. , 2024, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 422-432.
DOI: https://doi.org/10.5753/sbes.2024.3517.
