Desafios e oportunidades aos processos de ensino e de aprendizagem de programação para iniciantes

  • Viviane Cristina Oliveira Aureliano UFPE
  • Patricia Cabral de Azevedo Restelli Tedesco UFPE
  • Lúcia Maria Martins Giraffa PUCRS

Resumo


Disciplinas introdutórias de programação são intrinsecamente difíceis, comumente associadas a altos índices de reprovação e de evasão. Para lidar com essas dificuldades, cabe ao professor de programação organizar atividades de ensino e de aprendizagem que auxiliem os estudantes na aquisição do conhecimento necessário para a disciplina. Neste âmbito, este artigo discute desafios enfrentados pelos professores no planejamento e execução destas atividades, apresentando oportunidades de pesquisa na área. Além disso, apresentamos a proposta de uma abordagem para minimizar alguns dos problemas vivenciados pelos estudantes. A aplicação desta abordagem em um minicurso de jogos digitais demonstrou contribuir para a aprendizagem de estudantes iniciantes em programação.

Referências

ATKINSON, R. K. et al. Learning from Examples: Instructional Principles from the Worked Examples Research. Review of Educational Research, v. 70, n. 2, p. 181-214, 2000.

AURELIANO, V. C. O.; TEDESCO, P. C. D. A. R. Aprendendo linguagem de programação através da auto-explicação de exemplos em vídeo. Proceedings of the IV Congresso Brasileiro de Informática na Educação. Maceió - Alagoas - Brasil 2015.

BENNEDSEN, J.; CASPERSEN, M. E. Failure rates in introductory programming. SIGCSE Bull., v. 39, n. 2, p. 32-36, 2007.

______. Exposing the Programming Process. In: BENNEDSEN, J.;CASPERSEN, M., et al (Ed.). Reflections on the Teaching of Programming: Springer Berlin Heidelberg, v.4821, 2008. cap. 2, p.6-16. (Lecture Notes in Computer Science). ISBN 978-3-540-77933-9.

BIGGS, J.; TANG, C. Teaching For Quality Learning At University. McGraw-Hill Education, 2011. ISBN 9780335242757.

BÖRSTLER, J.; CASPERSEN, M.; NORDSTRÖM, M. Beauty and the Beast: on the readability of object-oriented example programs. Software Quality Journal, p. 1-16, 2015/02/14 2015.

BRANSFORD, J. D.; BROWN, A. L.; COCKING, R. R. How People Learn: Brain, Mind, Experience and School. Washington, DC: {N.R. Council} National Academy Press, 2000.

CASPERSEN, M. E. Educating Novices in the Skills of Programming. 2007. 323 DAIMI Aarhus University

CASPERSEN, M. E.; KÖLLING, M. STREAM: A First Programming Process. Trans. Comput. Educ., v. 9, n. 1, p. 1-29, 2009.

CHERENKOVA, Y.; ZINGARO, D.; PETERSEN, A. Identifying challenging CS1 concepts in a large problem dataset. Proceedings of the 45th ACM technical symposium on Computer science education. Atlanta, Georgia, USA: ACM: 695-700 p. 2014.

CHI, M. T. H. et al. Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, v. 13, p. 145-182+, 1989.

CLARK, R. C.; NGUYEN, F.; SWELLER, J. Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. Wiley, 2005. ISBN 978-0-7879-7728-3.

DU BOULAY, B. Some difficulties of learning to program. In: (Ed.). Studying the Novice Programmer, 1989. p.431-446. ISBN 1317786203.

GOMES, A.; MENDES, A. Learning to program-difficulties and solutions. International Conference on Engineering Education–ICEE, v. 2007, 2007.

GOMES, A. J.; SANTOS, A. N.; MENDES, A. J. A study on students' behaviours and attitudes towards learning to program. Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education, 2012. ACM. p.132-137.

KINNUNEN, P.; MALMI, L. Why students drop out CS1 course? , Proceedings of the second international workshop on Computing education research, 2006. ACM. p.97-108.

KURLAND, D. M. et al. A study of the development of programming ability and thinking skills in high school students. Journal of Educational Computing Research, v. 2, n. 4, p. 429-458, 1986.

LAHTINEN, E. et al. A study of the difficulties of novice programmers. Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education. Caparica, Portugal: ACM: 14-18 p. 2005.

MCCRACKEN, M. et al. A multi-national, multi-institutional study of assessment of programming skills of first-year CS students. Working group reports from ITiCSE on Innovation and technology in computer science education. Canterbury, UK: ACM: 125-180 p. 2001.

MILNE, I.; ROWE, G. Difficulties in learning and teaching programming—views of students and tutors. Education and Information technologies, v. 7, n. 1, p. 55-66, 2002.

PEARS, A. et al. A survey of literature on the teaching of introductory programming. SIGCSE Bull., v. 39, n. 4, p. 204-223, 2007.

PERKINS, D. N.; MARTIN, F. Fragile knowledge and neglected strategies in novice programmers. Papers presented at the first workshop on empirical studies of programmers on Empirical studies of programmers. Washington, D.C., USA: Ablex Publishing Corp.: 213-229 p. 1986.

PUTNAM, R. T. et al. A summary of misconceptions of high school Basic programmers. In: (Ed.). Studying the novice programmer, 1989. p.301-314. ISBN 1317786203.

RENKL, A. Worked-out examples: instructional explanations support learning by selfexplanations. Learning and Instruction, v. 12, n. 5, p. 529-556, 10// 2002.

ROBINS, A. V.; ROUNTREE, J.; ROUNTREE, N. Learning and Teaching Programming: A Review and Discussion. Computer Science Education, v. 13, n. 2, p. 137-172, / 2003.

SAMURÇAY, R. The concept of variable in programming: Its meaning and use in problem-solving by novice programmers. Studying the novice programmer, v. 9, p. 161-178, 1989.

SILVA FILHO, R. L. L. E. et al. A evasão no ensino superior brasileiro. Cadernos de Pesquisa, v. 37, p. 641-659, 2007.

SPOHRER, J. C.; SOLOWAY, E. Novice mistakes: are the folk wisdoms correct? In: (Ed.). Studying the novice programmer, 1989. p.401-416. ISBN 0805800034.

TEW, A. E.; MCCRACKEN, W. M.; GUZDIAL, M. Impact of alternative introductory courses on programming concept understanding. Proceedings of the first international workshop on Computing education research, 2005. ACM. p.25-35.

VANLEHN, K. Cognitive skill acquisition. Annu Rev Psychol, v. 47, p. 513-39, 1996.

WATSON, C.; LI, F. W. B. Failure rates in introductory programming revisited. Proceedings of the 2014 conference on Innovation & technology in computer science education. Uppsala, Sweden: ACM: 39-44 p. 2014.

WINSLOW, L. E. Programming pedagogy—a psychological overview. SIGCSE Bull., v. 28, n. 3, p. 17-22, 1996.
Publicado
04/07/2016
Como Citar

Selecione um Formato
AURELIANO, Viviane Cristina Oliveira; TEDESCO, Patricia Cabral de Azevedo Restelli; GIRAFFA, Lúcia Maria Martins. Desafios e oportunidades aos processos de ensino e de aprendizagem de programação para iniciantes. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 24. , 2016, Porto Alegre. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, 2016 . p. 2066-2075. ISSN 2595-6175. DOI: https://doi.org/10.5753/wei.2016.9650.