A Survey on the Use of Active Learning Methodologies in Programming Education at Brazilian Universities

• Ivanilse Calderon Federal University of Amazonas / Federal Institute of Education, Science and Technology of Rondônia http://orcid.org/0000-0002-8885-0979
• Ana Carolina Oran Federal University of Amazonas
• Eduardo Feitosa Federal University of Amazonas https://orcid.org/0000-0001-6401-3992
• Williamson Silva Federal University of Pampa https://orcid.org/0000-0003-1849-2675

DOI: https://doi.org/10.5753/sbie.2024.242282

Abstract

Teaching programming is challenging because it requires students to develop abstraction, problem-solving, and logical reasoning skills. There is evidence that Active Learning Methodologies (ALMs) can facilitate the efficient development of these skills. This paper describes the results of a survey conducted with 102 teachers from different regions of Brazil, which summarized evidence on the use of ALMs in teaching programming. The results were obtained from 22 states, with the highest participation from the North region (37.2%) and a predominance of instructors working in public institutions (77.5%). The results indicated that 78.4% of instructors already use or are using ALMs, and the three most adopted ALMs are Problem-Based Learning, Gamification, and Project-Based Learning.

Keywords: Teaching programming, Active Learning Methodologies, Computing education

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