Peer Instruction in Computing Higher Education: A Case Study of a Logic in Computer Science Course in Brazilian Context
DOI:
https://doi.org/10.5753/rbie.2021.2127Palavras-chave:
Education, Computing, Logic, Peer Instruction, BrazilResumo
One of the challenges of Computing Education Research is the proposition of new learning methods. Researches indicate active learning methods are more effective than traditional ones. Peer Instruction is one of these learning methods that promotes a student-centered class, enabling (s)he constructs his/her comprehension through a structured approach with questions and peer discussions, used in Computing in the last years. Nevertheless, researches about the use of this method are very scarce in South America. Accordingly, this research aims to discuss the impact of Peer Instruction use on higher education from a Logic in Brazilian Computer Science course. The research context is an undergraduate course in Computer Science in the first term of 2018 at the Federal University of Jataí. Sufficient evidence was found for the veracity of two propositions related to this study: (i) Peer Instruction use guarantees a learning gain of students, and (ii) Peer Instruction is well accepted by students. Therefore, it concluded that Peer Instruction use is suitable for Logic courses in Computing Higher Education in Brazil, with good acceptance from students.
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Copyright (c) 2021 Esdras L. Bispo Jr., Rosemara P. Lopes, Simone C. Santos
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
