Metodologias ativas para o ensino da computação: uma revisão sistemática e um estudo prático
Abstract
The growing digital culture in people’s daily lives has been influencing the way individuals learn, consult information, participate in groups and exchange experiences with each other. With it, the way the student interacts in the classroom is also changing as he has the information in digital media. From this question, some authors bring experiences, reports and studies in the active methodologies area applied to teaching so that the role between teacher and student is modified. So that, this paper presents a Systematic Literature Review that identified studies in the active learn methologies area and relate theirs with Computing area, relating some examples that how put this methodologies in practice.
References
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Bacich, L. and Moran, J. (2018). Metodologias Ativas para uma Educação Inovadora: Uma Abordagem Teórico-Prática. Penso.
Benlloch-Dualde, J., Buendía, F., and Cano, J. (2010). On the design of interactive classroom environments based on the tablet pc technology. In 2010 IEEE Frontiers in Education Conference (FIE), pages T4C–1–T4C–6.
Chen, G. and Weng, W. (2008). Reform and practice in teaching j2ee programming. In 2008 The 9th International Conference for Young Computer Scientists, pages 2507–2511.
Coldwell, J., Craig, A., and Goold, A. (2011). Using e technologies for active learning. Interdisciplinary journal of information, knowledge and management, 6:95–106.
de Oliveira Pinto, D. (2017). Entenda a importância e o papel das metodologias ativas de aprendizagem.
de Oliveira Pinto, D. (2019). O que é e como aplicar o ensino híbrido?
Drini, M. (2018). Using new methodologies in teaching computer programming. In 2018 IEEE Integrated STEM Education Conference (ISEC), pages 120–124.
Gouvea, E. P., Odagim, A. M., Shitsuka, D. M., and Shitsuka, R. (2015). Um trabalho de pesquisa ação com uso de metodologia ativa no ensino de tecnologia da informação. Educação, Gestão e Sociedade: revista da Faculdade Eça de Queirós, 5(20):13p.
Gudigantala, N. (2013). An active learning approach to teaching undergraduate introduction to mis course. In Proceedings of the Nineteenth Americas Conference on Information Systems, pages 1–9.
Jonsson, H. (2015). Using flipped classroom, peer discussion, and just-in-time teaching to increase learning in a programming course. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE.
Krugel, J. and Hubwieser, P. (2017). Computational thinking as springboard for learning object-oriented programming in an interactive MOOC. In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE.
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1):7–11.
Santos, N. S., Ferreira, L. S., and Prates, R. O. (2012). An overview of evaluation methods for collaborative systems. In 2012 Brazilian Symposium on Collaborative Systems, pages 127–135.
Virginia, T. (2016). O que é metodologia ativa e por que ela é tão importante em uma graduação.
Bacich, L. and Moran, J. (2018). Metodologias Ativas para uma Educação Inovadora: Uma Abordagem Teórico-Prática. Penso.
Benlloch-Dualde, J., Buendía, F., and Cano, J. (2010). On the design of interactive classroom environments based on the tablet pc technology. In 2010 IEEE Frontiers in Education Conference (FIE), pages T4C–1–T4C–6.
Chen, G. and Weng, W. (2008). Reform and practice in teaching j2ee programming. In 2008 The 9th International Conference for Young Computer Scientists, pages 2507–2511.
Coldwell, J., Craig, A., and Goold, A. (2011). Using e technologies for active learning. Interdisciplinary journal of information, knowledge and management, 6:95–106.
de Oliveira Pinto, D. (2017). Entenda a importância e o papel das metodologias ativas de aprendizagem.
de Oliveira Pinto, D. (2019). O que é e como aplicar o ensino híbrido?
Drini, M. (2018). Using new methodologies in teaching computer programming. In 2018 IEEE Integrated STEM Education Conference (ISEC), pages 120–124.
Gouvea, E. P., Odagim, A. M., Shitsuka, D. M., and Shitsuka, R. (2015). Um trabalho de pesquisa ação com uso de metodologia ativa no ensino de tecnologia da informação. Educação, Gestão e Sociedade: revista da Faculdade Eça de Queirós, 5(20):13p.
Gudigantala, N. (2013). An active learning approach to teaching undergraduate introduction to mis course. In Proceedings of the Nineteenth Americas Conference on Information Systems, pages 1–9.
Jonsson, H. (2015). Using flipped classroom, peer discussion, and just-in-time teaching to increase learning in a programming course. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE.
Krugel, J. and Hubwieser, P. (2017). Computational thinking as springboard for learning object-oriented programming in an interactive MOOC. In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE.
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1):7–11.
Santos, N. S., Ferreira, L. S., and Prates, R. O. (2012). An overview of evaluation methods for collaborative systems. In 2012 Brazilian Symposium on Collaborative Systems, pages 127–135.
Virginia, T. (2016). O que é metodologia ativa e por que ela é tão importante em uma graduação.
Published
2019-11-11
How to Cite
HARTWIG, Amanda Körber; SILVEIRA, Marlei; FRONZA, Leonardo; MATTOS, Mauro; KOHLER, Luciana P. de Araújo.
Metodologias ativas para o ensino da computação: uma revisão sistemática e um estudo prático. In: WORKSHOP ON COMPUTING AT SCHOOL (WIE), 25. , 2019, Brasília.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 1139-1143.
DOI: https://doi.org/10.5753/cbie.wie.2019.1139.
