An essay on the educational experience in computer programming: traditional approach versus project-based learning

• Alexandre Grotta USP
• Edmir P. V. Prado USP

DOI: https://doi.org/10.5753/wei.2018.3496

Abstract

Towards the innovation on computer programming education, there are reports about changes of two educational aspects. First, the use of constructivist teaching methods like project-based learning (PjBL). Second, the measuring non-mandatory metrics like motivation. But there are also reports about the challenges on measuring and evaluating these changes. Thus, given the educational continuum on computer programming education, what and how to evaluate, regarding the teaching and learning via PjBL versus the traditional educational experience? Based on the literature review, this essay proposes a common pattern to evaluate them. Regarding the teaching, we propose to evaluate the teaching methods and the educational resources. Regarding learning results, we propose to evaluate supportive metrics, like the motivation to learn and the cognitive gap. As future discussions, this pattern might be extended to related computational education and future research.

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