Desenvolvimento e validação de uma prova de avaliação das competências iniciais de programação

Costa, Joana Martinho; Miranda, Guilhermina Lobato

doi:10.17013/risti.25.66-81

Cited by 9 publications

(8 citation statements)

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“…The independent variable was defined as the surrounding socioeconomic environment of the groups of students who participated in the experience, presenting two levels: middle to low socioeconomic status and very low socioeconomic status. The dependent variable corresponds to the value obtained in a programming initial knowledge test, developed and validated by the Costa and Miranda (2017b) and the co-variable was determined by the score obtained in a test of logical reasoning (ECDL) evaluated before the experimental treatment (Hornemann, 1975, referred by Balday andPaterno, 1979). It was also defined that this test would be a dependent variable when used after the experimental treatment to measure the changes in logical reasoning.…”

Section: Operationalizing Variablesmentioning

confidence: 99%

Using Alice Software with 4C-ID Model: Effects in Programming Knowledge and Logical Reasoning

Costa¹,

Miranda²

2019

Informatics in Education

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This paper presents an approach to the initial programming learning using the four components instructional model and the Alice software. The quasi-experimental design was developed with two groups of students that attended two schools with very different socioeconomic status and school retention levels. The differences obtained in the mean of the programming knowledge test when co-variated with the Logical Development Scale score were positive in the two groups, with no statistical significance in the difference between both (p = 0.05). The differences obtained in the Logical Development Scale score (Échelle Collective de Devéloppement Lógique [ECDL]), before and after the experimental treatment, revealed positive differences in the experimental group with no statistical significance (p > 0.05), and in the control group with statistical significance (p < 0.05). These results suggest that the Alice software when combined with the 4C-ID instructional model has positive effects in programming learning and in logical reasoning.

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Section: Operationalizing Variablesmentioning

confidence: 99%

Using Alice Software with 4C-ID Model: Effects in Programming Knowledge and Logical Reasoning

Costa¹,

Miranda²

2019

Informatics in Education

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“…The effects of Programming Language were measured with a previously validated programming test [12], and using the logical reasoning test applied before the experimental treatment as a co-variable (ECDL in Table 1). Changes in programming learning were evaluated by estimating the interaction between Programming Language and Performance in Programming Test, mediated by the result of the logical reasoning test.…”

Section: A Operational Variablesmentioning

confidence: 99%

“…In order to evaluate acquired knowledge of programming, we used a test on pseudocode developed and validated by Costa and Miranda [12]. This test contains 13 items, 10 of which are multiple choice and three are development items.…”

Section: B Instrumentationmentioning

confidence: 99%

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Using Alice Software with the Expository Method: A Pilot Study

Costa¹

2018

IJET

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This article presents a learning environment design that compares the effectiveness of using Alice software with conventional programming languages in the scope of initial programming learning. The model proposes a quasi-experimental design in three stages: i) a pre-test to assess the development of logical reasoning in experimental (n=11) and control (n=11) groups; ii) learning programming with the Alice software and pseudocode or exclusively with pseudocode, in the experimental and control group respectively, both using a expository teaching methodology; iii) applying a validated programming test to assess student knowledge, mediated by logical reasoning in both groups. The pilot study indicated no significant differences in the programming test between experimental and control groups (p > 0.05). These results indicate that the effectiveness of the Alice software in programming knowledge might not work with the expository method. Keyword-Alice software, learning environment, programming learning, pseudocode, teaching method I. INTRODUCTION Teaching programming has been studied in the last decades in search for solutions that mitigate the difficulties in the student learning process. Research indicates that the main constraints to learning are the student lack of interest and mathematical knowledge, the syntactical complexity of first programming language that is taught, and the teaching methods, not always the most appropriate [1] [2]. In order to overcome these difficulties, one solution suggested by the research focuses on the use of microworlds [3]: programming environments that allow the user to move virtual objects using commands [4]. In this context, the Alice software stands out: a three-dimensional microworld created specifically to develop computational and logical reasoning and learn the fundamental principles of programming [5]. Although many studies use Alice software and present promising results, a meta-analytical study conducted by Costa and Miranda [6] concluded that the research designs and the instruments used vary widely among studies, which weakens the analysis of the results. The authors also question whether results might be related with the teaching methodologies used, as none of the studies focused on this variable. Hattie's [7] work states that teaching strategies have an impact with an effect size of 0.60, but audiovisual or visual teaching methods only have an effect size of 0.22. Additionally, Garlick and Cankaya [8] used Alice in their experimental work and obtained no significant changes in the experimental group. These authors also did not isolate teaching methodology, which leads to the question of whether there is a relation between the academic success, the teaching methodology and the chosen programming language to teach initial programming. In this article, we propose the creation and validation of an initial programming learning environment designed to be implemented in a Portuguese high school, but which can be adapted to different means and countries with a similar curricu...

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“…O século seguinte também é um momento relevante para o gênero conto, pois ele passa a ser considerado uma construção literária e ficcional. De acordo com Cunha (1997), em cada país, além dessa literatura tornada universal, vão aos poucos surgindo propostas diferentes de obras literárias infantis.…”

Section: O Gênero Discursivo Contounclassified

Leitura e escrita por meio do jogo de RPG Robinson Crusoé: uma proposta de multiletramentos

Morais¹

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Dedico este trabalho aos meus filhos, Caio e Isabel, melhores partes de mim, pelas vezes que, mesmo sem entender, aceitaram minha ausência; ao meu esposo, Márcio, pela paciência, ora testada, ao longo de todo o processo; aos meus pais, pela vida e coragem que sempre me inspiraram, aos meus irmãos e amigos, anjos sem asas, pelo apoio de sempre; à minha orientadora, professora Cida, por todos os ensinamentos compartilhados e por se fazer sempre presente em todos os momentos dessa escrita, especialmente nas horas de dúvidas e incertezas; e, aos meus alunos, que tanto me ensinam todos os dias. AGRADECIMENTOS O Profletras, para mim, foi mais que um programa de mestrado profissional que me deu um título, foi uma realização imensurável, que mudou a pessoa e a profissional que sou hoje. Para sua realização, várias pessoas sonharam comigo, sofreram, lutaram, suportam. Por isso, o sentimento que me acomete agora é de gratidão a todas elas. Algumas serão lembradas aqui, no entanto, todas que fizeram parte dessa caminhada, direta ou indiretamente, são especiais e a elas serei eternamente grata. A Deus, em primeiro lugar, por seu amor e fidelidade incondicionais. Entendo, mediante minha fé, que mesmo quando nem eu acreditava que conseguiria, por meio de sutis milagres, livramentos, abraços inesperados, de pessoas inesperadas, ele se fez presente. Aos meus filhos, Caio e Isabela, que mesmo quando choravam quando eu tinha que viajar ou ligavam declarando seus amores por mim, impulsionavam meus sonhos. Amo vocês, filhotes! Aos meus pais, Deocleciano e Alda, por me ensinarem o valor da luta, da fé, da coragem, da compaixão, da resiliência. Vocês são e serão minha eterna inspiração! Aos meus irmãos, Jaime, José Levino, Maria Cleide, Raquel, Paulo Henrique, Lucas, que de um modo ou de outro, fizeram parte desse projeto de vida. À Carminha e Cardoso pelo companheirismo de sempre, apoio emocional, financeiro e intelectual, vocês me inspiram e me fortalecem. A minha irmã, amiga e companheira Rosa, meus agradecimentos eternos, pois, sempre esteve ao meu lado, colocando-se, inclusive, como a segunda Mãe dos meus filhos quando eu não podia estar presente. Obrigada, manos e manas. Amo vocês! Tive a sorte ainda de contar com irmãs cunhadas que sempre acreditaram em mim, nos meus sonhos e não me desamparam, à Cilene,

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Desenvolvimento e validação de uma prova de avaliação das competências iniciais de programação

Cited by 9 publications

References 11 publications

Using Alice Software with 4C-ID Model: Effects in Programming Knowledge and Logical Reasoning

Using Alice Software with 4C-ID Model: Effects in Programming Knowledge and Logical Reasoning

Using Alice Software with the Expository Method: A Pilot Study

Leitura e escrita por meio do jogo de RPG Robinson Crusoé: uma proposta de multiletramentos

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