Aprendendo com os Erros dos Outros: Um relato sobre a adoção de Exemplos Errôneos como ferramenta de Aprendizagem de Casos de Uso
Resumo
Os Casos de Uso (diagrama de caso de uso e descrição textual do caso de uso) são amplamente reconhecidos e usados como um meio de capturar requisitos de sistemas. No entanto, engenheiros de software e estudantes têm lacunas de aprendizado na compreensão da sintaxe e semântica desses modelos. Essas lacunas podem afetar a qualidade final do software, uma vez que esses modelos representariam o software de forma incompleta e incorreta. Logo, faz-se necessário orientar os estudantes enquanto estão aprendendo os diagramas. Para ensinar a modelagem de software de maneira eficaz nos cursos de Computação, os professores podem utilizar estratégias pedagógicas alternativas, como Learning from Erroneous Examples (ErrEx). Este artigo apresenta um relato de experiência que mostra a percepção dos estudantes sobre o uso do ErrEx como apoio na aprendizagem de modelagem de software. Os resultados mostram que o ErrEx ajuda a entender alguns conceitos, na identificação de defeitos e a evitar repeti-los no futuro.Referências
Adams, D. M., McLaren, B. M., Durkin, K., Mayer, R. E., Rittle-Johnson, B., Isotani, S., and Van Velsen, M. (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers in Human Behavior, 36:401–411.
Alistair, C. (2001). Writing effective use cases. Michigan: Addison-Wesley.
Anda, B., Hansen, K., and Sand, G. (2009). An investigation of use case quality in a large safety-critical software development project. Information and Software Technology, 51(12):1699–1711.
Anda, B. and Sjøberg, D. I. (2002). Towards an inspection technique for use case models. In Proceedings of the 14th international conference on Software engineering and knowledge engineering, pages 127–134. ACM.
Balaban, M., Maraee, A., Sturm, A., and Jelnov, P. (2015). A pattern-based approach for improving model quality. Software & Systems Modeling, 14(4):1527–1555.
Bolloju, N., Schneider, C., and Vogel, D. (2011). Asymmetrical effects of using positive and negative examples on object modeling. In Information Systems Development, pages 85–96. Springer.
Cooper, K., Liddle, S., and Dascalu, S. (2005). Experiences using defect checklists in software engineering education. In Proceedings of the ISCA 18th International Conference on Computer Applications in Industry and Engineering (CAINE 2005), pages 402–409.
Curry, L. A. (2004). The effects of self-explanations of correct and incorrect solutions on algebra problem-solving performance. In Proceedings of the Annual Meeting of the Cognitive Science Society, volume 26.
Dewey, J. (1986). Experience and education. In The Educational Forum, volume 50, pages 241–252. Taylor & Francis.
Große, C. S. and Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and instruction, 17(6):612–634.
Hilburn, T. B., Towhidnejad, M., and Salamah, S. (2011). Read before you write. In Proceedings of the 24th Conference on Software Engineering Education and Training (CSEE&T), pages 371–380. IEEE.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Kontio, J., Lehtola, L., and Bragge, J. (2004). Using the focus group method in software engineering: obtaining practitioner and user experiences. In Proceedings. 2004 International Symposium on Empirical Software Engineering, 2004. ISESE’04., pages 271–280. IEEE.
Ma, Z. (2017). An approach to improve the quality of object-oriented models from novice modelers through project practice. Frontiers of Computer Science, 11(3):485–498.
McLaren, B. M., van Gog, T., Ganoe, C., Karabinos, M., and Yaron, D. (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55:87–99.
Misbhauddin, M. and Alshayeb, M. (2015). Extending the uml use case metamodel with behavioral information to facilitate model analysis and interchange. Software & Systems Modeling, 14(2):813–838.
Nascimento, E., Silva, W., Conte, T., Steinmacher, I., Massollar, J., and Travassos, G. H. (2016). Is a picture worth a thousand words?: A comparative analysis of using textual and graphical approaches to specify use cases. In Proceedings of the 30th Brazilian Symposium on Software Engineering, pages 93–102. ACM.
Nascimento, E. S., Silva, W. A. F., de França, B. B. N., Gadelha, B., and Conte, T. U. (2017). A model on the difficulties to specify use cases. In Proceedings of the XX Ibero-American Conference on Software Engineering (CIbSE), pages 263–276.
Oliveira, M., Ribeiro, L., Cota, É., Duarte, L. M., Nunes, I., and Reis, F. (2015). Use case analysis based on formal methods: an empirical study. In International Workshop on Algebraic Development Techniques, pages 110–130. Springer.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Shmallo, R. and Shrot, T. (2020). Constructive use of errors in teaching the uml class diagram in an is engineering course. Journal of Information Systems Education, 31(4):282.
Silva, W., Steinmacher, I., and Conte, T. (2019). Students’ and instructors’ perceptions of five different active learning strategies used to teach software modeling. IEEE Access, 7:184063–184077.
Silva, W. A. F., Steinmacher, I. F., and Conte, T. U. (2017). Is it better to learn from problems or erroneous examples? In 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T), pages 222–231. IEEE.
Skudder, B. and Luxton-Reilly, A. (2014). Worked examples in computer science. In Proceedings of the Sixteenth Australasian Computing Education Conference-Volume 148, pages 59–64.
Tiwari, S. and Gupta, A. (2013). A controlled experiment to assess the effectiveness of eight use case templates. In Proceeding of the 20th Asia-Pacific Software Engineering Conference (APSEC), 2013, volume 1, pages 207–214. IEEE.
Tiwari, S. and Gupta, A. (2015). A systematic literature review of use case specifications research. Information and Software Technology, 67:128–158.
Tsovaltzi, D., Melis, E., McLaren, B. M., Meyer, A.-K., Dietrich, M., and Goguadze, G. (2010). Learning from erroneous examples: when and how do students benefit from them? In European conference on technology enhanced learning, pages 357–373. Springer.
Van Gog, T. and Rummel, N. (2018). Example-based learning. In International Handbook of the Learning Sciences. Routledge.
Alistair, C. (2001). Writing effective use cases. Michigan: Addison-Wesley.
Anda, B., Hansen, K., and Sand, G. (2009). An investigation of use case quality in a large safety-critical software development project. Information and Software Technology, 51(12):1699–1711.
Anda, B. and Sjøberg, D. I. (2002). Towards an inspection technique for use case models. In Proceedings of the 14th international conference on Software engineering and knowledge engineering, pages 127–134. ACM.
Balaban, M., Maraee, A., Sturm, A., and Jelnov, P. (2015). A pattern-based approach for improving model quality. Software & Systems Modeling, 14(4):1527–1555.
Bolloju, N., Schneider, C., and Vogel, D. (2011). Asymmetrical effects of using positive and negative examples on object modeling. In Information Systems Development, pages 85–96. Springer.
Cooper, K., Liddle, S., and Dascalu, S. (2005). Experiences using defect checklists in software engineering education. In Proceedings of the ISCA 18th International Conference on Computer Applications in Industry and Engineering (CAINE 2005), pages 402–409.
Curry, L. A. (2004). The effects of self-explanations of correct and incorrect solutions on algebra problem-solving performance. In Proceedings of the Annual Meeting of the Cognitive Science Society, volume 26.
Dewey, J. (1986). Experience and education. In The Educational Forum, volume 50, pages 241–252. Taylor & Francis.
Große, C. S. and Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and instruction, 17(6):612–634.
Hilburn, T. B., Towhidnejad, M., and Salamah, S. (2011). Read before you write. In Proceedings of the 24th Conference on Software Engineering Education and Training (CSEE&T), pages 371–380. IEEE.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Kontio, J., Lehtola, L., and Bragge, J. (2004). Using the focus group method in software engineering: obtaining practitioner and user experiences. In Proceedings. 2004 International Symposium on Empirical Software Engineering, 2004. ISESE’04., pages 271–280. IEEE.
Ma, Z. (2017). An approach to improve the quality of object-oriented models from novice modelers through project practice. Frontiers of Computer Science, 11(3):485–498.
McLaren, B. M., van Gog, T., Ganoe, C., Karabinos, M., and Yaron, D. (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55:87–99.
Misbhauddin, M. and Alshayeb, M. (2015). Extending the uml use case metamodel with behavioral information to facilitate model analysis and interchange. Software & Systems Modeling, 14(2):813–838.
Nascimento, E., Silva, W., Conte, T., Steinmacher, I., Massollar, J., and Travassos, G. H. (2016). Is a picture worth a thousand words?: A comparative analysis of using textual and graphical approaches to specify use cases. In Proceedings of the 30th Brazilian Symposium on Software Engineering, pages 93–102. ACM.
Nascimento, E. S., Silva, W. A. F., de França, B. B. N., Gadelha, B., and Conte, T. U. (2017). A model on the difficulties to specify use cases. In Proceedings of the XX Ibero-American Conference on Software Engineering (CIbSE), pages 263–276.
Oliveira, M., Ribeiro, L., Cota, É., Duarte, L. M., Nunes, I., and Reis, F. (2015). Use case analysis based on formal methods: an empirical study. In International Workshop on Algebraic Development Techniques, pages 110–130. Springer.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Shmallo, R. and Shrot, T. (2020). Constructive use of errors in teaching the uml class diagram in an is engineering course. Journal of Information Systems Education, 31(4):282.
Silva, W., Steinmacher, I., and Conte, T. (2019). Students’ and instructors’ perceptions of five different active learning strategies used to teach software modeling. IEEE Access, 7:184063–184077.
Silva, W. A. F., Steinmacher, I. F., and Conte, T. U. (2017). Is it better to learn from problems or erroneous examples? In 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T), pages 222–231. IEEE.
Skudder, B. and Luxton-Reilly, A. (2014). Worked examples in computer science. In Proceedings of the Sixteenth Australasian Computing Education Conference-Volume 148, pages 59–64.
Tiwari, S. and Gupta, A. (2013). A controlled experiment to assess the effectiveness of eight use case templates. In Proceeding of the 20th Asia-Pacific Software Engineering Conference (APSEC), 2013, volume 1, pages 207–214. IEEE.
Tiwari, S. and Gupta, A. (2015). A systematic literature review of use case specifications research. Information and Software Technology, 67:128–158.
Tsovaltzi, D., Melis, E., McLaren, B. M., Meyer, A.-K., Dietrich, M., and Goguadze, G. (2010). Learning from erroneous examples: when and how do students benefit from them? In European conference on technology enhanced learning, pages 357–373. Springer.
Van Gog, T. and Rummel, N. (2018). Example-based learning. In International Handbook of the Learning Sciences. Routledge.
Publicado
06/11/2023
Como Citar
SILVA, Williamson; MENDES, André L. M.; GARCIA, Renato; RIBEIRO, Matheus de Oliveira; VILELA, Ricardo; NAKAMURA, Walter; LUNARDI, Gabriel M.; VALLE, Pedro.
Aprendendo com os Erros dos Outros: Um relato sobre a adoção de Exemplos Errôneos como ferramenta de Aprendizagem de Casos de Uso. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 69-80.
DOI: https://doi.org/10.5753/sbie.2023.234499.
