Teaching and learning strategies for software process subject

QUARESMA, JOSE AUGUSTO DE SENA; Oliveira, Sandro Ronaldo Bezerra

doi:10.1109/fie49875.2021.9637428

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…In addition, it presented problems when teaching the software pr Through the results of the literature review, it is possible to arrive, through an an and systematization of the results, at a teaching catalog of the software process wit dent-centered learning. Such a result can be seen in [16].…”

Section: Literature Reviewmentioning

confidence: 71%

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

QUARESMA

Oliveira

2022

Education Sciences

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Background: The software-development process is considered a knowledge area in software engineering that allows the performance of activities for the inception of a functional software. In a globalized software context, where companies and organizations have their data and information controlled by applications, it can be seen that the form of construction, that is, the path for which the software is built, has relevance for users. Problem Analysis: Within this reality, it is possible to observe that over the years, scientific research has identified competence deficits for professionals trained in software engineering and more specifically in the software-development processes. Purpose: This work aims to develop and apply a syllabus for the software-development process, with student-centered learning strategies, as it allows for centrality of the teaching and learning process for the student. Methods: The strategies were selected through a literature review, which informed which ones were adopted to intervene in the traditional teaching process in software. Other methodological procedures adopted to identification of the necessary requirements for the development of the syllabus were (i) a survey with the identification and perception of professionals and professors on the research theme, (ii) equivalence mapping of the main documents related to the theme of research at an educational level, and (iii) the identification of how to develop a syllabus. After gathering the requirements, the syllabus was designed and described in each of its parts based on the specialized literature. The evaluation of the syllabus took place in two stages: (i) an expert panel, where experts in the software-development process and student-centered learning were selected, who contributed points to be adjusted for the use of the syllabus, and (ii) the experiment, which was the use of the syllabus in comparison with the traditional approach (use of theoretical classes, exercise list, and written test), through the control and experimental groups. Results: Data generated by using the syllabus in the experiment, as well as data from the control group, were analyzed using the two-tailed Student-t technique. The results achieved in the work demonstrate that there was a considerable gain in learning compared to the control group. Another result point of the syllabus was that through the project strategies, students had contact with a progression of knowledge related to hypothetical cases that simulated reality, which students reported was very good for their knowledge. Conclusions: The use of student-centered strategies can bring benefits in the learning of software-development processes, as it allows a practical application of real scenarios observed in software-development companies.

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Section: Literature Reviewmentioning

confidence: 71%

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

QUARESMA

Oliveira

2022

Education Sciences

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“…Software process education is an important software engineering field requiring a more practical and realistic approach to learning and teaching (Calderón et al, 2018; De Sena Quaresma andOliveira, 2021). Several studies reported their experiences in learning and teaching software process models and described recommendations and encountered challenges (Kuhrmann et al, 2013; Calderón et al, 2018; Calderón et al, 2018, 2019; De Sena Quaresma and Oliveira, 2021.…”

Section: Introductionmentioning

confidence: 99%

Modeling software processes from different domains using SPEM and BPMN notations: An experience report of teaching software processes

Bezerra,

Coutinho

2023

JSERD

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In a current application development scenario in different environments, technologies and contexts, such as IoT, Blockchain, Machine Learning and Cloud Computing, there is a need for particular solutions for domain-specific software development processes. The proper definition of software processes requires the understanding for the involved teams and organization’s particularities and specialized technical knowledge in Software Engineering. Although it is an essential part of Software Engineering, many university curricula do not dedicate as much effort to teaching software processes, focusing more on the basic principles of Software Engineering, such as requirements, architecture and programming languages. Another important aspect of software processes is modeling. The modeling of a software process provides a basis for managing, automating and supporting the software process improvement. In this context, teaching software process modeling becomes challenging, mainly due to the great emphasis on theory and few practices. This work presents an experience report teaching the definition and modeling of software processes in different domains. In the discipline of software processes, we applied a practice for defining and modeling processes in various application domains, such as: IoT, cloud, mobile, critical systems, self-adaptive systems, machine learning, blockchain and games. The processes were modeled in the Software Systems Process Engineering Metamodel (SPEM) and Business Process Model and Notation (BPMN) notations based on references from the literature for each domain. We evaluated the process modeling practice with the SPEM and BPMN in two classes of the software processes discipline, and we had discussions about the use of the two notations applied to the different domains. In general, students reported good experiences in defining processes, highlighting the importance of practical modeling applications for professional life. As the main results of the study in teaching process modeling, we have that: (i) students accepted HEFLO tool better than EPF Composer tool; (ii) most students are not aware of specific domains and that anticipating the study of these domains in the discipline is a good strategy; and, (iii) the students also highlighted the need for more support for the two notation tools.

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Using flipped classroom to promote active learning and engagement in a Software Testing subject remotely during the COVID-19 pandemic

Elgrably¹,

Oliveira²

2022

2022 IEEE Frontiers in Education Conference (FIE)

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Teaching and learning strategies for software process subject

Cited by 5 publications

References 17 publications

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

Evaluation and Use of a Student-Centered Syllabus for the Software Process Subject in a Postgraduate Course: A Quasi-Experiment

Modeling software processes from different domains using SPEM and BPMN notations: An experience report of teaching software processes

Using flipped classroom to promote active learning and engagement in a Software Testing subject remotely during the COVID-19 pandemic

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