Aim/Purpose: This paper presents the results of a systematic literature review that sought to identify the studies that relate the different pedagogical techniques by which active learning is developed in the context of the teaching/learning of computer programming, with the objective to characterize the approaches, the pedagogical techniques used, the application, the contributions, and difficulties of implementation reported by these studies. Background: The literature has shown that teachers in teaching programming have been less successful than they should and need to be, so dropout and failure rates for students remain high. In this sense, much has been discussed about the possibilities and limitations of using the active learning pedagogical techniques in this context. Methodology: For this review, an analysis from all studies mentioning active learning in the context of the teaching/learning of computer programming published between 2014 and 2019 was performed, retrieved in WOS, SCOPUS, ScienceDirect, and ACM Digital Library. The selection of studies was based on a set of criteria established to guide the selection process, including alignment with the research questions and evaluating the quality of studies. Contribution: This study contributes to an overview of the current scenario, characterizing the research studies that associate the different pedagogical techniques of active learning in the context of the teaching/learning of computer programming. Findings: The results showed that the studies’ approaches usually occur by intervention/pedagogical experiment or by the development of a tool, instrument or methodology. The lipped classroom methodology has obtained a notable prominence in research. The use of active learning pedagogical techniques results in greater acceptance or positive feedback from students, increasing their satisfaction or motivation to improve the learning experience, learning outcomes, or student performance. However, they require a greater effort/work by the teacher to plan and/or execute the teaching/learning process. It should be highlighted that the contributions observed for the teaching/learning process of computer programming derive from investigations mainly concentrated in the university context, aiming to observe if these contributions can be reproduced in other education levels. The contributions observed in the studies regarding the uses of pedagogical techniques of active learning in the context of computer programming indicate that their use can contribute significantly to the teaching/learning process, showing it to be a viable alternative and consistent with the reduction of the failures in the learning of programming. Recommendations for Practitioners: Considering that over the years the teaching/learning process of computer programming has been a challenge for students, based on the findings of this research, we recommend that teachers consider restructuring their traditional practices of teaching computer programming, making use of pedagogical techniques of active learning to obtain better learning results of their students. Recommendation for Researchers: We recommend that fellow scholars consider investigating how the difficulties inherent to teachers related to the teaching/learning process of programming may relate to difficulties concerning students and content, especially with regard to traditional teaching practices. Impact on Society: This study adds to previous systematic reviews of the literature, specifically studies that relate active learning to the context of teaching/learning of programming. It is hoped that the findings of this article can support other research that addresses the topic, enabling its development and deepening, through the developed basis from which active learning researchers can work. Future Research: Future studies may investigate the benefits of using different pedagogical techniques for active learning and the costs related to the higher cognitive burden imposed by these techniques for learning computer programming.
This article aims to present the results of a classroom application of a teaching proposal that emphasizes the interaction with the computer and exposes the students earlier to practical programming tasks, taking the theory of meaningful learning Ausubel as a backdrop. The data were collected through the record observations in class during the application, and official documents such as the class diarys of the teachers of the discipline (researcher and holder) and their evaluations. The qualitative analysis of the data collected indicated that the proposed approach can contribute to the programming teaching/learning process.Resumo. Este artigo se objetiva a apresentar os resultados de uma aplicação em sala de aula de uma proposta de ensino de que enfatiza a interação com o computador e expõe os estudantes mais cedo a tarefas práticas de programação, tomando a teoria da aprendizagem significativa de Ausubel como pano de fundo. Os dados foram coletados por meio de registro observações em aula durante a aplicação, e documentos oficiais como os diários de classe dos professores da disciplina (pesquisador e titular) e suas avaliações. A análise qualitativa dos dados coletados indicou que a proposta de abordagem desenvolvida pode contribuir no processo de ensino/aprendizagem de programação.
RESUMO Considerando as possibilidades advindas do emprego de ferramentas tecnológicas no contexto educacional, este artigo objetiva apresentar uma avaliação o uso do App SoloLearn como ferramenta de apoio a aprendizagem dos fundamentos de programação de computadores. Para tanto, avaliou-se o contexto pedagógico por meio da proposta de abordagem centrada em especialistas e a experiência do usuário, tendo como base uma adaptação do instrumento de avaliação de jogos para uso em educação. Desse modo, observou-se que o aplicativo na visão dos especialistas está alinhado com os conteúdos e objetivos de aprendizagem das disciplinas que tratam dos fundamentos de programação de computadores, apresentando os conteúdos de forma correta com recursos de avaliação. Além disso, fornecem feedback adequado aos usuários, que indicaram que os conteúdos abordados e as atividades propostas pelo aplicativo colaboraram para o desenvolvimento da disciplina e para a aprendizagem de programação, o que permite concluir que o uso da ferramenta pode contribuir para apoio ao processo de ensino/aprendizagem de programação. Palavras-chave: Ensino/aprendizagem; Programação; Computadores; Ferramentas; App SoloLearn. ABSTRACT Considering the possibilities arising from the use of technological tools in the educational context, this article aims to present an evaluation of the use of the SoloLearn application as a tool to support the learning of the fundamentals of computational programming. In order to do so, the pedagogical context was evaluated through the proposal of a specialist-centered approach and the user experience, based on an adaptation of the instrument for evaluating games for use in education. Thus, it was observed that the application in the view of the specialists is aligned with the contents and learning objectives of the disciplines that deal with the fundamentals of computer programming, presenting the contents correctly with evaluation resources. In addition, they provide adequate feedback to users, who indicated that the content addressed and the activities proposed by the application contributed to the development of the discipline and to the programming of the learning, which allows to conclude that the use of the tool can contribute to support the process of teaching / learning programming. Keywords: Teaching / learning; Programming; Computers; Tools; App SoloLearn. RESUMEN Considerando las posibilidades del uso de herramientas tecnológicas en el contexto educativo, este artículo pretende presentar una evaluación del uso de la App SoloLearn como herramienta para apoyar el aprendizaje de los fundamentos de la programación informática. Para ello, se evaluó el contexto pedagógico mediante una propuesta de enfoque centrado en los expertos y la experiencia del usuario, basada en una adaptación del instrumento de evaluación del juego para su uso en la educación. Así, se observó que la aplicación a la vista del experto está alineada con los objetivos de contenido y aprendizaje de las disciplinas que se ocupan de los fundamentos de la programación informática, presentando los contenidos de forma correcta con los recursos de Evaluación. Además, proporcionan la retroalimentación adecuada a los usuarios, quienes indicaron que el contenido cubierto y las actividades propuestas por la aplicación colaboraron para el desarrollo de la disciplina y para el aprendizaje de la programación, lo que permite concluir que el uso de Herramienta puede contribuir a apoyar el proceso de enseñanza/aprendizaje de la programación. Palabras clave: enseñanza/aprendizaje; Programación; Computadoras; Herramientas; SoloLearn app. DOI: http://dx.doi.org/10.22169/revint.v13i30.1502
Considerando o contexto educacional do século XXI e as possibilidades advindasdo emprego de ferramentas tecnológicas para o processo de ensino/aprendizagem,este artigo objetiva apresentar uma pesquisa que visou investigar as potencialidadesdo uso de Tecnologias Digitais para a ampliação de espaços e apoio àaprendizagem dos fundamentos de programação de computadores. Para tanto, buscou-se avaliar a implementação desta proposta de ensino, por meio dos registros doprofessor pesquisador e a experiência do usuário, tendo como base uma adaptação doinstrumento de avaliação de jogos para uso em educação. Desse modo, observou-seque a proposta de ensino pode contribuir no processo de ensino/aprendizagem de programaçãono sentido da ampliação de espaços de aprendizagem, bem como no apoioao processo de ensino/aprendizagem dos fundamentos de programação de computadores.Além disso, a proposta de ensino pode proporcionar aos estudantes o desenvolvimentode habilidades essenciais ao século XXI, como aprender a aprender.
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