Investigação da Rotina de Aprendizagem de Desenvolvedores de Software
Resumo
Este trabalho descreve uma pesquisa qualitativa realizada com profissionais desenvolvedores de software a respeito de suas rotinas de aprendizagem. Investigamos as percepções dos participantes sobre suas tarefas de aprendizagem e estratégias empregadas. Utilizamos um roteiro de entrevistas baseado no modelo de Autorregulação da Aprendizagem (Self-Regulated Learning). Os resultados indicam que a capacidade de aprender é crucial para esses profissionais e que suas rotinas muito se assemelham a de aprendizes autorregulados.
Palavras-chave:
Aprendizagem, Autorregulação da Aprendizagem, Desenvolvedores de Software
Referências
Broadbent, J. and Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27:1–13.
Çakiroglu, Ü. et al. (2018). Exploring the use of self-regulation strategies in programmingwith regard to learning styles. Int’l J. of Computer Science Education in Schools, 2(2).
de Oliveira, E. S., Sales, G. L., de Sousa Pereira, P., and do Nascimento Moreira, R.(2018). Identificação automática de estilos de aprendizagem: Uma revisão sistemáticada literatura. In Anais do XXVI Workshop sobre Educação em Computação. SBC.
Falkner, K. et al. (2014). Identifying computer science self-regulated learning strategies. In ITiCSE, pages 291–296.
Fontana, R. et al. (2015). Measuring self-regulated learning in the workplace. Int’l J of Training and Development, 19(1):32–52.
Littlejohn, A. et al. (2016). Professional learning through everyday work: how finance professionals self-regulate their learning. Vocations and Learning, 9(2):207–226.
Loksa, D. and Ko, A. J. (2016). The role of self-regulation in programming problem solving process and success. In ICER, pages 83–91.
Milligan, C. and Littlejohn, A. (2016). How health professionals regulate their learningin massive open online courses. The Internet and higher education, 31:113–121.
Panadero, E. (2017). A review of self-regulated learning: six models and four directionsfor research. Frontiers in psychology, 8:422.
Pedrosa, D. et al. (2016). Self-regulated learning in computer programming: strategiesstudents adopted during an assignment. In iLRN, pages 87–101.
Rovers, S. F. E. et al. (2019). Granularity matters: comparing different ways of measuringself-regulated learning. Metacognition and Learning, 14(1):1–19.
Schunk, D. H. and Zimmerman, B. (2011).Handbook of self-regulation of learning andperformance. Taylor & Francis.
Çakiroglu, Ü. et al. (2018). Exploring the use of self-regulation strategies in programmingwith regard to learning styles. Int’l J. of Computer Science Education in Schools, 2(2).
de Oliveira, E. S., Sales, G. L., de Sousa Pereira, P., and do Nascimento Moreira, R.(2018). Identificação automática de estilos de aprendizagem: Uma revisão sistemáticada literatura. In Anais do XXVI Workshop sobre Educação em Computação. SBC.
Falkner, K. et al. (2014). Identifying computer science self-regulated learning strategies. In ITiCSE, pages 291–296.
Fontana, R. et al. (2015). Measuring self-regulated learning in the workplace. Int’l J of Training and Development, 19(1):32–52.
Littlejohn, A. et al. (2016). Professional learning through everyday work: how finance professionals self-regulate their learning. Vocations and Learning, 9(2):207–226.
Loksa, D. and Ko, A. J. (2016). The role of self-regulation in programming problem solving process and success. In ICER, pages 83–91.
Milligan, C. and Littlejohn, A. (2016). How health professionals regulate their learningin massive open online courses. The Internet and higher education, 31:113–121.
Panadero, E. (2017). A review of self-regulated learning: six models and four directionsfor research. Frontiers in psychology, 8:422.
Pedrosa, D. et al. (2016). Self-regulated learning in computer programming: strategiesstudents adopted during an assignment. In iLRN, pages 87–101.
Rovers, S. F. E. et al. (2019). Granularity matters: comparing different ways of measuringself-regulated learning. Metacognition and Learning, 14(1):1–19.
Schunk, D. H. and Zimmerman, B. (2011).Handbook of self-regulation of learning andperformance. Taylor & Francis.
Publicado
30/06/2020
Como Citar
PICCININ, Geovane F.; MORO, Mirella M..
Investigação da Rotina de Aprendizagem de Desenvolvedores de Software. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 28. , 2020, Cuiabá.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 196-200.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2020.11157.
