Metodologias ativas para o ensino na graduação na área de Computação

Hartwig, Amanda Körber; Silveira, Marlei; Fronza, Leonardo; Silveira, Heitor Ugarte Calvet da; Mattos, Mauro Gomes de; Kohler, Luciana P. de Araújo

doi:10.5753/cbie.wie.2019.1134

Cited by 3 publications

(2 citation statements)

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“…Students reported that initial shyness made them more introspective during the first activities, but as the course progressed, the dynamics provided by the use of active methodologies made them overcome the initial limitations. The increase in interactions between students is similar to the reports of [45], which reinforces that the correct use of active methodologies makes students feel more motivated to carry out classroom activities.…”

Section: Discussionsupporting

confidence: 72%

Application of a Teaching Plan for Algorithm Subjects Using Active Methodologies: An Experimental Report

Garcia

Oliveira

Carvalho

2022

Int. J. Emerg. Technol. Learn.

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Computer programming subjects have high failure rates, their contents are of great importance for the formation of undergraduate students, however their learning is considered challenging. There are several studies in the specialized literature that investigate the use of types of intervention that can improve the learning of contents, most of them are focused on introductory subjects such as algorithms, considering that it provides the basis for the development of necessary skills and competences for the computer programming. By establishing a solid foundation in the learning of programming contents, through the algorithms subject, it is expected that students will have less difficulty in absorbing the knowledge needed to deepen their programming skills in subsequent subjects. In this sense, the use of approaches that promote active learning on the part of students in algorithmic subjects stand out in the specialized literature, in order to increase their engagement and awaken their interest in the contents covered, making them protagonists of their learning. Thus, the objective of this work is to discuss and analyze the results of an experiment that consisted in the application of a teaching plan that makes use of multiple active methodologies (Virtual Learning Environments, Coding Dojo, Gamification, Problem Based Learning – PBL, Flipped Classroom and Serious Games) in an algorithms subject. We sought to evaluate the learning gains of the proposed approach compared to teaching using the traditional teaching method. A statistical analysis was performed using the Student-t two-tailed approach for independent samples, which showed significant statistical gains when using the proposed approach.

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Section: Discussionsupporting

confidence: 72%

Application of a Teaching Plan for Algorithm Subjects Using Active Methodologies: An Experimental Report

Garcia

Oliveira

Carvalho

2022

Int. J. Emerg. Technol. Learn.

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“…Nesse contexto, as metodologias ativas (MA) surgem forma de ensinar e aprender, inclusive dentro dos cursos de ensino superior em Computação. Em [Hartwig et al 2019], afirmase que nas MA, o alunoé o protagonista do aprendizado e o professor incentiva-o a aprender e a construir seu conhecimento por meio da informação disponível. As MA abrangem diferentes maneiras de ensinar e aprender e considera-se exemplos dela, o uso da Computação Desplugada (CD) e atividades em grupo [Lázaro et al 2018].…”

Section: Introductionunclassified

Computação desplugada como instrumento avaliativo no Ensino Superior: um relato de experiência

Silva¹,

Cardoso²,

Duarte³

et al. 2020

Anais Do XXVI Workshop De Informática Na Escola (WIE 2020)

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Este estudo apresenta uma pesquisa quanti-qualitativa, onde descreve as experiências e resultados da aplicação de atividades, na perspectiva desplugada, que serviram como método avaliativo para a disciplina de Banco de Dados II do curso de Bacharelado em Ciência da Computação da Universidade Federal do Pará. Os resultados indicam que apesar dos estudantes não terem conhecimento prévio e nem a prática da Computação Desplugada, eles tiveram um rendimento 29\% maior em relação nota quando comparado com aqueles que realizaram prova objetiva. Além disso, a metodologia ativa de avaliação, mostrou-se positiva para 60\% dos alunos que mostraram satisfação ao vivenciarem ao novo, em detrimento aos métodos tradicionais.

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What is students’ perception of Flipped Classroom usage during Emergency Remote Teaching of Software Engineering subjects? An Experience Report in Brazil

Alves

Soares

Souza

et al. 2022

Proceedings of the XXXVI Brazilian Symposium on Software Engineering

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Metodologias ativas para o ensino na graduação na área de Computação

Cited by 3 publications

References 0 publications

Application of a Teaching Plan for Algorithm Subjects Using Active Methodologies: An Experimental Report

Application of a Teaching Plan for Algorithm Subjects Using Active Methodologies: An Experimental Report

Computação desplugada como instrumento avaliativo no Ensino Superior: um relato de experiência

What is students’ perception of Flipped Classroom usage during Emergency Remote Teaching of Software Engineering subjects? An Experience Report in Brazil

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