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The mobile phone market has become even more competitive, demanding high quality standards. In this context, applications are built as sets of functionalities, called features. Such features are combined in use scenarios of the application. Due to the fact that the features are usually developed in isolation, the tests of their interactions in such scenarios are compromised. In this paper, we present a proposal of specifying feature interaction requirements with use cases; generating a behavioral model from such specification; and a strategy for generating test cases from the behavioral model that aims to extract feature interaction scenarios in such a way that interactions can be tested.

Abstract. This paper presents a quantitative study that analyzes the effect of Computational Thinking -CT in the performance of students in basic education. The sample was composed of 103 students from Paraíba -Brazil. The CT was measured from Student's programming skills and the performance in High School was measured by the National High School Exam -ENEM. The result shows a moderate correlation between the performances of student's in ENEM and his programming skills. Futhermore, students proficient in programming have statistically better average than students without experience in all areas addressed in ENEM.Resumo. O presente trabalho consiste em um estudo quantitativo que analisa o efeito do Pensamento Computacional (PC) no desempenho de estudantes na educação básica. A amostra analisada foi composta por 103 estudantes do estado da Paraíba. O PC foi mensurado a partir do conhecimento dos estudantes em programação de computadores, já o desempenho ao final da educação básica foi medido por meio do Exame Nacional do Ensino Médio -ENEM. Os resultados indicam a existência de uma correlação moderada entre o desempenho dos alunos no ENEM e suas habilidades em programação, além disso, alunos proficientes em programação têm médias estatisticamente melhores que alunos sem experiência em todas asáreas abordadas no ENEM.