A Contextualized Spiral Approach for Teaching Programming in IT Vocational Secondary Education

Abstract

INTRODUCTION: Brazilian vocational high school education in Computing faces problems such as course failure and dropout, plus dropout from the programs, factors that directly contribute to the deficit of such professionals. OBJECTIVE: This paper reports an experience of a contextualized and spiral approach carried out with students of the technical program in Informatics. METHOD: The approach aims to facilitate learning and motivate students through the tools JES and PPlay, and the Python language. RESULTS: Learned lessons suggest the adequacy of Python as first language, and of contextualized activities, context reuse and challenges as factors contributing to motivation and learning. CONCLUSION: The use of contexts, languages and environments in sequential and spiral blocks fosters a more active posture of students regarding learning activities.

Abstraction and Computational Thinking: Possibilities as from the New Brazilian National Common Curricular Basis

“…From these characteristics, we can produce evidence that computational thinking is not restricted to solution of problems, but also to their formulation. We understand that, on observing daily problems, the learner needs to structure a set of problems in order to (re)define it [1], [2], [4]. He will then be able to search for a structured solution.…”

“…It is therefore a competency that is being developed as time goes by and, the more it is stimulated, the easier the construction of this competency will be. Contextualized activities are important to arouse attention and relevance [4].…”