Um ensaio sobre a experiência educacional na programação de computadores: a abordagem tradicional versus a aprendizagem baseada em projetos
Resumo
Para inovar na educação em programação de computadores, há relatos de mudanças em dois aspectos educacionais. Primeiro, uma maior utilização de métodos construtivistas de ensino, tais como a aprendizagem baseada em projetos (PjBL). Segundo, a introdução de avaliações auxiliares, tais como a motivação dos alunos. No entanto, há também relatos de desafios para a avaliação destes dois aspectos. Assim, dado o continuum educacional de programação de computadores, o que avaliar, e como avaliar, no ensino PjBL, com relação à experiência educacional tradicional? Embasado em uma revisão de literatura, este ensaio propõem um padrão para estas avaliações, a partir da visão do ensino e da aprendizagem. Primeiro, com relação ao ensino, avaliar métodos e recursos educacionais. Segundo, com relação à aprendizagem, utilizar avaliações auxiliares, tais como a motivação para aprender ou a lacuna cognitiva. Por fim é discutida a possibilidade de que este padrão venha a ser estendido ao ensino computacional e a pesquisas futuras.
Referências
Abdool, A. and Pooransingh, A. (2014). An Industry-Mentored Undergraduate Software Engineering Project. In 2014 IEEE Frontiers in Education Conference (FIE)., Frontiers in Education Conference. IEEE.
Beck, C. and Kosnik, C. (2012). Innovations in Teacher Education: A Social Constructivist Approach. SUNY series, Teacher Preparation and Development. New York: State University of New York Press. p. 7-23.
Bell, J. (2016). Projeto de Pesquisa: guia para pesquisadores iniciantes em educação, saúde e ciências sociais. 4. ed. São Paulo: Artmed Editora. p. 21-22.
Biggs. J. B. and Tang, C. S. (2011). Teaching for quality leaming at university. SRHE and Open University Press imprint. SRHE and Open University Press Imprint. 4. ed. New York, USA: McGraw-Hill Education. p. 1-16.
Bordenave, J. D. and Pereira, A. M. (1991). Estratégias de ensino-aprendizagem. 12. ed. Petrópolis: Vozes.
Boruchovitch, E. (2008). Escala de Motivação Para Aprender de Universitários Propriedades Psicométricas. Avaliação psicológica, v. 7, n. 2, p. 127-134.
BRASIL (1996) Lei nº 9394 de 20 de dezembro de 1996. Brasil. [link].
Chan Mow, 1 T. (2008). Issues and difficulties in teaching novice computer programming. In: Iskander, M[Ed].. Innovative Techniques in Instruction Technology, E-Learning, E-Assessment, and Education. Dordrecht: Springer Netherlands. p. 199-204.
Como, F. and De Russis, L. (2017). Training Engineers for the Ambient Intelligence Challenge. IEEE Transactions on Education, v. 60, n. 1, SI, p. 40-49.
DeFillippi, R. J. (2001). Introduction: Project-Based Learning, Reflective Practices and Learning. Management Learning. v. 32, n. 1, p. 5-10.
Fior, C. A. and Mercuri, E. (2013). Evidências de validade da Escala de Envolvimento Acadêmico para universitários. Avaliação Psicológica, v. 12, n. 1, p. 81-89.
Francese, R., Gravino, C., Risi, M., Scanniello, G. and Tortora, G. (2015). Using Project-Based-Leaming in a mobile application development course—An experience report. Journal of Visual Languages & Computing, v. 31, p. 196-205.
Giraffa, L. M. M., Moraes, M. C. and Uden, L. (2014). Teaching Object-Oriented Programming in First-Year Undergraduate Courses Supported By Virtual Classrooms. In: Uden, L.: Tao, Y.-H.; Yang, H.-C.; Ting, I.-H.[Eds.].. The 2nd International Workshop on Learning Technology for Education in Cloud. Dordrecht: Springer Netherlands. p. 15-26.
Goulding, T. (2013). A first semester freshman project: The enigma encryption system in C. ACM Inroads, v. 4. n. 1, p. 43-46.
Greening, T. (2012). Computer Science Education in the 21st Century. In: Springer Science & Business Media[Ed.].. Ballarat: Springer New York. p. 47-59.
Guzman-Ramirez, E. and Garcia, I. A. (2013). Using the Project-Based Leaming Approach for Incorporating an FPGA-Based Integrated Hardware/Software Tool for Implementing and Evaluating Image Processing Algorithms Into Graduate Level Courses. Computer Applications in Engineering Education, v.21, n. 1, p. E73-E88.
Igaki, H., Fukuyasu, N.. Saiki, S. Matsumoto, S. and Kusumoto. S. (2014). Quantitative Assessment with Using Ticket Driven Development for Teaching Scrum Framework [A. Jalote, P and Briand, L and VanDerHoek, Ed.]In 36th International Conference on Software Engineering (ICSE Companion 2014).. Association for Computing Machinery.
Iskander, M. (2008). Innovative Techniques in Instruction Technology, E-learning, E-assessment and Education. SpringerLink: Springer e-Books. New York: Springer Netherlands. p. 199-203.
Kastl, P., Kiesmiiller, U. and Romeike, R. (2016). Starting out with projects - Experiences with agile software development in high schools. [B. E. Vahrenhold J. Barendsen E., Ed.]In ACM International Conference Proceeding Series.. Association for Computing Machinery.
Luckesi, C. C. (2008). Avaliação da Aprendizagem Escolar: estudos e proposições. Cortez Editora.
Manogaran, E. (2013). ACt-PBL: An adaptive approach to teach multi-core computing in university education. In Proceedings - 2013 IEEE 5th International Conference on Technology for Education, T4E 2013..IEEE Computer Society.
Mioduser, D. and Betzer, N. (2007). The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills. Int J Technol Des Educ, v.77, n. 27.
Morimoto, C. (2016). Improvement of IT Students’ Communication Skills using Project Based Leaming. In Proceedings of the 8th International Conference on Computer Supported Education.. SciTePress.
Payne, C. R. (2009). Information Technology and Constructivism in Higher Education Progressive Learning Frameworks. Hershey, PA, USA: IGI Global. p. 1-25.
Porcaro, D. (2011). Applying constructivism in instructivist leaning cultures Multicultural Education & Technology Journal, v. 5, n. 1, p. 39-54.
Queirós, R. (2014). Innovative Teaching Strategies and New Learning Paradigms in Computer Programming. Advances in higher education and professional development (AHEPD) book series. Hershey, PA, USA: IGI Global. p. 131-133.
Romeike, R. and Góttel, T. (2012). Agile projects in high school computing education - Emphasizing a learners’ perspective. In ACM International Conference Proceeding Series.
Santana, Bianca L; Figuerêdo, José S; Bittencour, R. A. (2017). Motivação de Estudantes Non-Majors em uma Disciplina de Programação. 25º WEI - Workshop sobre Educação em Computação, p. 2287-2296.
Silva Filho, R. L. L. e, Motejunas, P. R.. Hipólito, O. and Lobo, M. B. D. C. M. (2007). A evasão no ensino superior brasileiro. Cadernos de Pesquisa, v. 37, n. 132, p. 641-659.
Stelko-Pereira, A. C., Valle, J. E. and Williams, L. C. A (2015). Escala de engajamento escolar: análise de características psicométricas. Avaliação Psicológica, v. 14, n. 2. p. 207-212.
Zhang, Y. and Liu, Y. (2012). Management enhanced double PBL based reform in advanced programming design course. In Proceedings of the 14th IEEE International Conference on High Performance Computing and Communications, HPCC-2012 - 9th IEEE International Conference on Embedded Software and Systems, ICESS-2012.
Beck, C. and Kosnik, C. (2012). Innovations in Teacher Education: A Social Constructivist Approach. SUNY series, Teacher Preparation and Development. New York: State University of New York Press. p. 7-23.
Bell, J. (2016). Projeto de Pesquisa: guia para pesquisadores iniciantes em educação, saúde e ciências sociais. 4. ed. São Paulo: Artmed Editora. p. 21-22.
Biggs. J. B. and Tang, C. S. (2011). Teaching for quality leaming at university. SRHE and Open University Press imprint. SRHE and Open University Press Imprint. 4. ed. New York, USA: McGraw-Hill Education. p. 1-16.
Bordenave, J. D. and Pereira, A. M. (1991). Estratégias de ensino-aprendizagem. 12. ed. Petrópolis: Vozes.
Boruchovitch, E. (2008). Escala de Motivação Para Aprender de Universitários Propriedades Psicométricas. Avaliação psicológica, v. 7, n. 2, p. 127-134.
BRASIL (1996) Lei nº 9394 de 20 de dezembro de 1996. Brasil. [link].
Chan Mow, 1 T. (2008). Issues and difficulties in teaching novice computer programming. In: Iskander, M[Ed].. Innovative Techniques in Instruction Technology, E-Learning, E-Assessment, and Education. Dordrecht: Springer Netherlands. p. 199-204.
Como, F. and De Russis, L. (2017). Training Engineers for the Ambient Intelligence Challenge. IEEE Transactions on Education, v. 60, n. 1, SI, p. 40-49.
DeFillippi, R. J. (2001). Introduction: Project-Based Learning, Reflective Practices and Learning. Management Learning. v. 32, n. 1, p. 5-10.
Fior, C. A. and Mercuri, E. (2013). Evidências de validade da Escala de Envolvimento Acadêmico para universitários. Avaliação Psicológica, v. 12, n. 1, p. 81-89.
Francese, R., Gravino, C., Risi, M., Scanniello, G. and Tortora, G. (2015). Using Project-Based-Leaming in a mobile application development course—An experience report. Journal of Visual Languages & Computing, v. 31, p. 196-205.
Giraffa, L. M. M., Moraes, M. C. and Uden, L. (2014). Teaching Object-Oriented Programming in First-Year Undergraduate Courses Supported By Virtual Classrooms. In: Uden, L.: Tao, Y.-H.; Yang, H.-C.; Ting, I.-H.[Eds.].. The 2nd International Workshop on Learning Technology for Education in Cloud. Dordrecht: Springer Netherlands. p. 15-26.
Goulding, T. (2013). A first semester freshman project: The enigma encryption system in C. ACM Inroads, v. 4. n. 1, p. 43-46.
Greening, T. (2012). Computer Science Education in the 21st Century. In: Springer Science & Business Media[Ed.].. Ballarat: Springer New York. p. 47-59.
Guzman-Ramirez, E. and Garcia, I. A. (2013). Using the Project-Based Leaming Approach for Incorporating an FPGA-Based Integrated Hardware/Software Tool for Implementing and Evaluating Image Processing Algorithms Into Graduate Level Courses. Computer Applications in Engineering Education, v.21, n. 1, p. E73-E88.
Igaki, H., Fukuyasu, N.. Saiki, S. Matsumoto, S. and Kusumoto. S. (2014). Quantitative Assessment with Using Ticket Driven Development for Teaching Scrum Framework [A. Jalote, P and Briand, L and VanDerHoek, Ed.]In 36th International Conference on Software Engineering (ICSE Companion 2014).. Association for Computing Machinery.
Iskander, M. (2008). Innovative Techniques in Instruction Technology, E-learning, E-assessment and Education. SpringerLink: Springer e-Books. New York: Springer Netherlands. p. 199-203.
Kastl, P., Kiesmiiller, U. and Romeike, R. (2016). Starting out with projects - Experiences with agile software development in high schools. [B. E. Vahrenhold J. Barendsen E., Ed.]In ACM International Conference Proceeding Series.. Association for Computing Machinery.
Luckesi, C. C. (2008). Avaliação da Aprendizagem Escolar: estudos e proposições. Cortez Editora.
Manogaran, E. (2013). ACt-PBL: An adaptive approach to teach multi-core computing in university education. In Proceedings - 2013 IEEE 5th International Conference on Technology for Education, T4E 2013..IEEE Computer Society.
Mioduser, D. and Betzer, N. (2007). The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills. Int J Technol Des Educ, v.77, n. 27.
Morimoto, C. (2016). Improvement of IT Students’ Communication Skills using Project Based Leaming. In Proceedings of the 8th International Conference on Computer Supported Education.. SciTePress.
Payne, C. R. (2009). Information Technology and Constructivism in Higher Education Progressive Learning Frameworks. Hershey, PA, USA: IGI Global. p. 1-25.
Porcaro, D. (2011). Applying constructivism in instructivist leaning cultures Multicultural Education & Technology Journal, v. 5, n. 1, p. 39-54.
Queirós, R. (2014). Innovative Teaching Strategies and New Learning Paradigms in Computer Programming. Advances in higher education and professional development (AHEPD) book series. Hershey, PA, USA: IGI Global. p. 131-133.
Romeike, R. and Góttel, T. (2012). Agile projects in high school computing education - Emphasizing a learners’ perspective. In ACM International Conference Proceeding Series.
Santana, Bianca L; Figuerêdo, José S; Bittencour, R. A. (2017). Motivação de Estudantes Non-Majors em uma Disciplina de Programação. 25º WEI - Workshop sobre Educação em Computação, p. 2287-2296.
Silva Filho, R. L. L. e, Motejunas, P. R.. Hipólito, O. and Lobo, M. B. D. C. M. (2007). A evasão no ensino superior brasileiro. Cadernos de Pesquisa, v. 37, n. 132, p. 641-659.
Stelko-Pereira, A. C., Valle, J. E. and Williams, L. C. A (2015). Escala de engajamento escolar: análise de características psicométricas. Avaliação Psicológica, v. 14, n. 2. p. 207-212.
Zhang, Y. and Liu, Y. (2012). Management enhanced double PBL based reform in advanced programming design course. In Proceedings of the 14th IEEE International Conference on High Performance Computing and Communications, HPCC-2012 - 9th IEEE International Conference on Embedded Software and Systems, ICESS-2012.
Publicado
26/07/2018
Como Citar
GROTTA, Alexandre; PRADO, Edmir P. V..
Um ensaio sobre a experiência educacional na programação de computadores: a abordagem tradicional versus a aprendizagem baseada em projetos. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 26. , 2018, Natal.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2018
.
p. 168-177.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2018.3496.
