Desafios e oportunidades aos processos de ensino e de aprendizagem de programação para iniciantes
Abstract
Introductory programming courses are intrinsically difficult, and are generally associated to high failure and evasion rates. It is up to the programming teacher to deal with which such difficulties through the organization of teaching activities that help learners to acquire the necessary knowledge. In this light, this paper discusses challenges faced by teachers when planning and executing such activities, and presents research opportunities in the area. Moreover, we propose an approach to minimize some of the problems faced by programming students. The use of this approach in a digital games course has contributed to the learning of novice programming students.
References
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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.
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.
Published
2016-07-04
How to Cite
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 ON COMPUTING EDUCATION (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.
