Projeto e Avaliação de um Template de Worked Examples para o Ensino de Programação
Resumo
O uso de Worked Examples (WE) tem ganhado destaque no ensino de diferentes áreas de conhecimento. Contudo, no ensino de programação, existem poucos trabalhos explorando o assunto. A falta de uma ferramenta educacional projetada para orientar os docentes na aplicação eficaz dos WE pode ser um dos fatores que contribuem para essa limitação. Contudo, para implementar os WE em uma ferramenta é necessário primeiro desenvolver um template. Este trabalho apresenta um template projetado com o objetivo de auxiliar os docentes a padronizar o uso de WE no ensino de programação. O trabalho também descreve os resultados de um estudo exploratório, realizado com docentes que usaram o template, que forneceram insights valiosos sobre a viabilidade e a eficácia do uso do template.
Referências
Abdul-Rahman, S.-S. and du Boulay, B. (2014). Learning programming via worked-examples: Relation of learning styles to cognitive load. Computers in Human Behavior, 30:286–298.
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.
Atkinson, R. K., Derry, S. J., Renkl, A., and Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2):181–214.
Bada, S. O. and Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6):66–70.
Cartwright, N. and McMullin, E. (1984). How the laws of physics lie.
Chen, X., Mitrovic, A., and Mathews, M. (2016). Do erroneous examples improve learning in addition to problem solving and worked examples? In Intelligent Tutoring Systems: 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings 13, pages 13–22. Springer.
Garces, S., Vieira, C., Ravai, G., and Magana, A. J. (2023). Engaging students in active exploration of programming worked examples. Education and Information Technologies, 28(3):2869–2886.
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.
Hevner, A. R. (2007). A three cycle view of design science research. Scandinavian journal of information systems, 19(2):4.
Hosseini, R., Akhuseyinoglu, K., Brusilovsky, P., Malmi, L., Pollari-Malmi, K., Schunn, C., and Sirkiä, T. (2020). Improving engagement in program construction examples for learning python programming. International Journal of Artificial Intelligence in Education, 30(2):299–336.
Huang, Y.-H., Lin, K.-C., Yu, X., and Hung, J. (2015). Comparison of different approaches on example-based learning for novice and proficient learners. Human-centric Computing and Information Sciences, 5.
Kopp, V., Stark, R., and Fischer, M. R. (2008). Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback. Medical education, 42(8):823–829.
McGinn, K. M., Lange, K. E., and Booth, J. L. (2015). A worked example for creating worked examples. Mathematics Teaching in the Middle School, 21(1):26–33.
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.
Monk, P. M. (2008). Fundamentals of electroanalytical chemistry. John Wiley & Sons.
Renkl, A. (2014). The worked examples principle in multimedia learning.
Renkl, A. (2017). Learning from worked-examples in mathematics: Students relate procedures to principles. ZDM, 49(4):571–584.
Retnowati, E. and Marissa (2018). Designing worked examples for learning tangent lines to circles. Journal of Physics: Conference Series, 983:012124.
Rittle-Johnson, B., Loehr, A. M., and Durkin, K. (2017). Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles. ZDM, 49:599–611.
Rodiawati, A. and Retnowati, E. (2019). How to design worked examples for learning patterns in mathematics. Journal of Physics: Conference Series, 1320:012045.
Sweller, J., Van Merrienboer, J. J., and Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, pages 251–296.
Tonhão, S., Colanzi, T., and Steinmacher, I. (2021). Using real worked examples to aid software engineering teaching. In Proceedings of the XXXV Brazilian Symposium on Software Engineering, SBES ’21, page 133–142, New York, NY, USA. Association for Computing Machinery.
van Merrienboer, J. J. (1990). Instructional strategies for teaching computer programming: Interactions with the cognitive style reflection-impulsivity. Journal of research on computing in education, 23(1):45–53.
Venkatesh, V. and Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2):186–204.
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.
Atkinson, R. K., Derry, S. J., Renkl, A., and Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2):181–214.
Bada, S. O. and Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6):66–70.
Cartwright, N. and McMullin, E. (1984). How the laws of physics lie.
Chen, X., Mitrovic, A., and Mathews, M. (2016). Do erroneous examples improve learning in addition to problem solving and worked examples? In Intelligent Tutoring Systems: 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings 13, pages 13–22. Springer.
Garces, S., Vieira, C., Ravai, G., and Magana, A. J. (2023). Engaging students in active exploration of programming worked examples. Education and Information Technologies, 28(3):2869–2886.
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.
Hevner, A. R. (2007). A three cycle view of design science research. Scandinavian journal of information systems, 19(2):4.
Hosseini, R., Akhuseyinoglu, K., Brusilovsky, P., Malmi, L., Pollari-Malmi, K., Schunn, C., and Sirkiä, T. (2020). Improving engagement in program construction examples for learning python programming. International Journal of Artificial Intelligence in Education, 30(2):299–336.
Huang, Y.-H., Lin, K.-C., Yu, X., and Hung, J. (2015). Comparison of different approaches on example-based learning for novice and proficient learners. Human-centric Computing and Information Sciences, 5.
Kopp, V., Stark, R., and Fischer, M. R. (2008). Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback. Medical education, 42(8):823–829.
McGinn, K. M., Lange, K. E., and Booth, J. L. (2015). A worked example for creating worked examples. Mathematics Teaching in the Middle School, 21(1):26–33.
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.
Monk, P. M. (2008). Fundamentals of electroanalytical chemistry. John Wiley & Sons.
Renkl, A. (2014). The worked examples principle in multimedia learning.
Renkl, A. (2017). Learning from worked-examples in mathematics: Students relate procedures to principles. ZDM, 49(4):571–584.
Retnowati, E. and Marissa (2018). Designing worked examples for learning tangent lines to circles. Journal of Physics: Conference Series, 983:012124.
Rittle-Johnson, B., Loehr, A. M., and Durkin, K. (2017). Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles. ZDM, 49:599–611.
Rodiawati, A. and Retnowati, E. (2019). How to design worked examples for learning patterns in mathematics. Journal of Physics: Conference Series, 1320:012045.
Sweller, J., Van Merrienboer, J. J., and Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, pages 251–296.
Tonhão, S., Colanzi, T., and Steinmacher, I. (2021). Using real worked examples to aid software engineering teaching. In Proceedings of the XXXV Brazilian Symposium on Software Engineering, SBES ’21, page 133–142, New York, NY, USA. Association for Computing Machinery.
van Merrienboer, J. J. (1990). Instructional strategies for teaching computer programming: Interactions with the cognitive style reflection-impulsivity. Journal of research on computing in education, 23(1):45–53.
Venkatesh, V. and Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2):186–204.
Publicado
06/11/2023
Como Citar
MIRANDA, Andre L. M.; GARCIA, Renato; LUNARDI, Gabriel M.; VILELA, Ricardo; VALE, Pedro H. D.; SILVA, Williamson.
Projeto e Avaliação de um Template de Worked Examples para o Ensino de Programação. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 1673-1684.
DOI: https://doi.org/10.5753/sbie.2023.234659.
