Didactic Transposition in Extensa Sensu for Teaching Computer Programming Fundamentals

Abstract

Today, computer programming is an essential pillar in the education of individuals. Even though technological evolution has eased the massive need for computer programming, a systematic lit-erature review shows some problems remain with teaching computer programing. To address such issues, in this paper we propose an adapted theory, a method, and a model for teaching some knowledge objects associated with the concepts of variables, expressions, comparisons, loops, and functions in programming fundamentals in computer sciences. The main contribution of this study comprises the extension of the concept of didactic transposition to improve teaching in context; in this paper, the idea is called didactic transposition in extensa sensu. The proposal involves the development of a linguistic corpus based on syllabi, textbooks, reference manuals, and a survey applied to experts in teaching programming fundamentals based on seventy-eight universities worldwide. An adapted theory, a method, and a model for teaching programming fundamentals using computational linguistics are produced. In addition, a template is created for designing teaching practices in this regard. The proposal generates an important alternative for the devel-opment of teaching strategies where the conditions of the context are addressed as a priority; ad-ditionally, several aspects are considered for elaborating teaching strategies using computational linguistic techniques from written documents.