Evaluation of a Teacher Qualification for Teaching Programming through the use of Active Learning Methodologies and the Theory of Cognitive Load
Abstract
This paper presents the results of the participants' evaluation of a teacher qualification course for teaching computer programming through active learning methodologies and cognitive load theory. To this end, the research data for the study were obtained through the implementation of the aforementioned qualification with teachers in computer science, information technology, and related fields. Among the study results are the evaluation of the qualification developed and the participants' perception concerning the possibility of reflection on the teaching-learning process and the practice in the teaching of programming through this qualification.
Keywords:
Computer Programming, Teaching, Learning, Active Methodologies, Cognitive Load
References
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Vihavainen, A., Airaksinen, J. and Watson, C. (2014). A systematic review of approaches for teaching introductory programming and their influence on success. In Proceedings of the tenth annual conference on International computing education research - ICER ’14
Watson, C. and Li, F. W. B. (2014). Failure rates in introductory programming revisited. In Proceedings of the 2014 conference on Innovation & technology in computer science education - ITiCSE ’14.
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Yeomans, L., Zschaler, S. and Coate, K. (2019). Transformative and troublesome? Students’ and professional programmers’ perspectives on difficult concepts in programming. ACM Transactions on Computing Education, v. 19, n. 3, p. 1–27.
BERSSANETTE, J. H. (2021). Metodologias ativas de aprendizagem e a teoria da carga cognitiva para a construção de caminhos no ensino de programação de computadores. 2021. Tese (Doutorado em Ensino de Ciência e Tecnologia) - Universidade Tecnológica Federal do Paraná, Ponta Grossa.
Freeman, S., Eddy, S. L., McDonough, M., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, v. 111, n. 23, p. 8410–8415.
Guzdial, M. (2015). Top 10 Myths about Teaching Computer Science. [link], [accessed on Feb 22].
Kirschner, P. A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. Learning and Instruction, v. 12, n. 1, p. 1–10.
Luxton-Reilly, A., Simon, Albluwi, I., et al. (2018). Introductory programming: a systematic literature review. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education.
Medeiros, R. P., Ramalho, G. L. and Falcao, T. P. (2019). A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education. IEEE Transactions on Education, v. 62, n. 2, p. 77–90.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, v. 30, n. 4, p. 159–167.
Simon, Luxton-Reilly, A., Ajanovski, V. V., et al. (2019). Pass Rates in Introductory Programming and in other STEM Disciplines. In Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education.
Souza, D. M., Batista, M. H. da S. and Barbosa, E. F. (2016). Problemas e Dificuldades no Ensino de Programação: Um Mapeamento Sistemático. Revista Brasileira de Informática na Educação, v. 24, n. 1, p. 39.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, v. 12, n. 2, p. 257–285.
Sweller, J. (2003). Evolution of human cognitive architecture. Human Evolutionary Biology. v. 43p. 215–266.
Sweller, J., Van Merriënboer, J. J. G. and Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, v. 31, n. 2, p. 261–292.
Sweller, J., Van Merrienboer, J. J. G. and Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, v. 10, n. September, p. 251–296.
Vihavainen, A., Airaksinen, J. and Watson, C. (2014). A systematic review of approaches for teaching introductory programming and their influence on success. In Proceedings of the tenth annual conference on International computing education research - ICER ’14
Watson, C. and Li, F. W. B. (2014). Failure rates in introductory programming revisited. In Proceedings of the 2014 conference on Innovation & technology in computer science education - ITiCSE ’14.
Wirth, N. (1986). Algoritmos e Estruturas de Dados. Rio de Janeiro: LTC.
Yeomans, L., Zschaler, S. and Coate, K. (2019). Transformative and troublesome? Students’ and professional programmers’ perspectives on difficult concepts in programming. ACM Transactions on Computing Education, v. 19, n. 3, p. 1–27.
Published
2022-07-31
How to Cite
BERSSANETTE, João Henrique; FRANCISCO, Antonio Carlos de.
Evaluation of a Teacher Qualification for Teaching Programming through the use of Active Learning Methodologies and the Theory of Cognitive Load. In: WORKSHOP ON COMPUTING EDUCATION (WEI), 30. , 2022, Niterói.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 1-12.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2022.222993.
