Implementing problem-solving method in learning programming application

Mutiawani, Viska; Juwita,; Afidh, Razief Perucha Fauzie; Novitasari, Dwi

doi:10.1109/iceltics.2017.8253263

Cited by 5 publications

(2 citation statements)

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“…To address this problem, Tang et al (2020) used a problem-based learning teaching strategy in which teachers taught students to learn how to solve programming assignments, which in turn enhanced students' willingness to solve the assignments. Previous studies (Hung, 2008;Ismail et al, 2010;Lou et al, 2011;Schmidt et al, 2011;Bédard et al, 2012;Tseng et al, 2013;Uysal, 2014;Charlton and Avramides, 2016;Dos Santos, 2017;Mutiawani et al, 2017;Tang et al, 2020) have confirmed that the problem-based learning method has clear steps for learning. It also enhances students' willingness to take the initiative in learning.…”

Section: Introductionmentioning

confidence: 86%

A study of students’ learning perceptions and behaviors in remote STEM programming education

Chang

Wang

et al. 2022

Front. Psychol.

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In recent years, STEM education has developed students’ fundamental subject knowledge, and has allowed students to integrate STEM cross-domain knowledge. Universities emphasize innovative thinking, practice and application, problem-solving, and teamwork to nurture students while learning STEM cross-domain knowledge development in remote STEM program education. When students take online STEM programs, they may encounter unanswered questions and may give up on trying to solve them. Therefore, this study proposed a problem-based learning approach with an online programming system integrated into an online STEM programming course. To help students solve the past programming assignments, the assignments were simplified, decomposed, and reorganized. The teacher guided the students to understand the STEM programming problems and taught them to use appropriate problem-solving skills to motivate them to complete the STEM programming assignments. The experiment was conducted with students in an online STEM programming course at a university in northern Taiwan. In the experimental activities, we used a problem-based learning approach for the online STEM programming activity. The problem-based learning method can be divided into four steps, namely stating the problem, understanding the problem, developing a solution plan, and executing the plan, reflecting, and debugging. This study used a problem-based learning approach and an online programming system integrated into a STEM programming curriculum to explore the differences in students’ perceptions of STEM learning, learning outcomes, and learning behaviors. The experimental results found a significant difference between students’ prior knowledge and learning outcomes. Students showed significant gains in learning the STEM programming content using the problem-based learning approach and the online programming system. In the analysis of their STEM learning perceptions, we found that there were significant differences in students’ responses for each dimension. This shows that using the problem-based learning approach with the online programming system helped students learn the course content. The analysis of students’ behaviors in answering the STEM programming assignments indicated that some students had the habit of taking notes. This helped them to easily associate and integrate STEM cross-domain knowledge with what they had learned in the online course, and enhanced their ability to implement STEM programs. In addition, students could take the initiative and focus on repeatedly watching the teacher solve the material in the online course. Students could try different solving plans to pass the code validation of the STEM programming assignments. This revealed that students wanted to complete the STEM programming assignments to achieve good learning performance.

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Section: Introductionmentioning

confidence: 86%

A study of students’ learning perceptions and behaviors in remote STEM programming education

Chang

Wang

et al. 2022

Front. Psychol.

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“…Hoy en día los programas de computadora son usados constantemente en múltiples dispositivos como PC, smartphones, tabletas, robots y muchos otros dispositivos, por lo que los programas de computadora se han convertido en un elemento muy importante en la vida del ser humano (Mutiawani et al, 2017). Por tanto, se debe contar con profesionales que sepan programar para satisfacer las necesidades de programas de computadora en las distintas áreas en las que se desenvuelve el ser humano.…”

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Enseñanza-aprendizaje de programación de computadoras: avances en la última década

et al. 2021

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La programación de computadoras es una actividad muy demandada a nivel mundial en los últimos años como parte del desarrollo de software. La formación en esta área se da desde los niveles básicos de la educación. Según las publicaciones revisadas existen muchos trabajos a nivel básico y superior, como técnicas, metodologías, herramientas para apoyar el proceso de enseñanza-aprendizaje. A pesar de esto es necesario continuar con los aportes al tema. El objetivo de este trabajo es identificar los artefactos propuestos para la enseñanza-aprendizaje de programación de computadoras mediante un mapeo sistemático de literatura durante el periodo 2010-2020. Los resultados muestran la existencia de esfuerzos por proponer y validar metodologías y estrategias para la enseñanza a nivel de cursos, dejando abiertas oportunidades de investigación sobre guías, herramientas y métodos de evaluación para acompañar este proceso.

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