Metodologias Ativas de Aprendizagem no Contexto de Ensino-Aprendizagem de Programação de Computadores: uma revisão sistemática da literatura

João Henrique Berssanette; Antonio Carlos de  Francisco

doi:10.31417/educitec.v7.1598

Autores/as

João Henrique Berssanette Instituto Federal de Educação Ciência e Tecnologia do Paraná https://orcid.org/0000-0002-7622-3003
Professor Dr. Universidade Tecnológica Federal do Paraná https://orcid.org/0000-0003-0401-4445

DOI:

https://doi.org/10.31417/educitec.v7.1598

Palabras clave:

Programación de computadoras, Metodologías activas, Enseñanza/aprendizaje, Revisión sistemática

Resumen

En vista del énfasis en el uso del aprendizaje activo y sus posibilidades para el proceso de enseñanza/aprendizaje de la programación informática, así como de la ausencia de estudios específicos que retraten el panorama actual de investigaciones que asocien las diferentes técnicas pedagógicas del aprendizaje activo a este contexto, este artículo se propuso identificar y caracterizar los estudios que relacionan el aprendizaje activo con el contexto de enseñanza/aprendizaje de la programación. Para ello, se realizó una revisión sistemática de la literatura entre los años 2014 y 2019. A partir de ello, se seleccionaron 38 estudios para componer la base de esta revisión, a fin de observar los enfoques, las técnicas pedagógicas utilizadas, las aplicaciones, las contribuciones y las dificultades comunicadas para aplicar las técnicas de aprendizaje activo en el referido contexto.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

João Henrique Berssanette, Instituto Federal de Educação Ciência e Tecnologia do Paraná

--

Teacher of Basic, Technical and Technological Education at IFPR - Paraná Federal Institute - Telêmaco Borba Campus.

Doctorado en curso en Enseñanza de Ciencia y Tecnología de la Universidad Tecnológica Federal de Paraná - UTFPR.

Maestría en Enseñanza de Ciencia y Tecnología de la Universidad Tecnológica Federal de Paraná - UTFPR (2016).
Especialista en Enseñanza de la Educación Profesional, Técnica y Tecnológica de Nivel Medio - IFPR (2016).
Especialista en Gestión Estratégica de Personas por el Instituto Superior de Educación de Paraná - INSEP (2012).
Graduado en Tecnología de Procesamiento de Datos por la Universidad Norte de Paraná - UNOPAR (2003).
Experiencia en la Enseñanza y Formación de Profesores con énfasis en la Enseñanza de la Programación Informática (Algoritmos, Lógica y Lenguajes de Programación).
--

Professor Dr., Universidade Tecnológica Federal do Paraná

Debutó en Tecnología en la Universidad Tecnológica Federal de Paraná (1999) y se doctoró en Ingeniería de Producción en la Universidad Federal de Santa Catarina (2003). Fue profesor de Educación Básica, Técnica y Tecnológica de la Universidad Tecnológica Federal de Paraná (UTFPR), profesor de Programas de Posgrado en Ingeniería de Producción - PPGEP (Maestría y Doctorado) y Programa de Posgrado en Enseñanza de la Ciencia y la Tecnología - PPGECT (Doctorado), habiendo sido su coordinador de PPGEP desde abril de 2015 hasta marzo de 2019. Incluso después de su jubilación, en octubre de 2019, trabaja en PPGEP y PPGECT como profesor voluntario, en la categoría de profesor permanente en ambos programas. Trabaja en el área de Ingeniería de Producción, principalmente en las siguientes materias: economía circular, sostenibilidad, gestión del conocimiento y la innovación, calidad de vida y calidad de vida en el trabajo; en el área de Enseñanza de la Ciencia y la Tecnología en la producción de metodologías y para la mejora de la calidad de la enseñanza de la ciencia y la tecnología.

Citas

ANDRES, Hayward P. Active teaching to manage course difficulty and learning motivation. Journal of Further and Higher Education, v. 43, n. 2, p. 1–16, 2017. Disponível em: <https://doi.org/10.1080/0309877X.2017.1357073>. Acesso em: 9 nov. 2020.

BERGMANN, Jonathan; SAMS, Aaron. Sala de aula invertida: uma metodologia ativa de aprendizagem. Rio de Janeiro: LTC, 2018.

BORGES, R. P. et al. A Systematic Review of Literature on Methodologies, Practices, and Tools for Programming Teaching. IEEE Latin America Transactions, v. 16, n. 5, p. 1468–1475, 2018. Disponível em: <https://doi.org/10.1109/TLA.2018.8408443>. Acesso em: 14 nov. 2020.

BULLARD, Lisa G.; FELDER, Richard M. A student-centered approach to teaching material and energy balances 2. Course delivery and assessment. 2007.

CAVANAGH, Michael. Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, v. 12, n. 1, p. 23–33, 2011. Disponível em: <https://doi.org/10.1177/1469787410387724>. Acesso em: 3 nov. 2020.

DYBÅ, Tore; DINGSØYR, Torgeir. Empirical studies of agile software development: A systematic review. Information and Software Technology, v. 50, n. 9–10, p. 833–859, 2008. Disponível em: <https://doi.org/10.1016/j.infsof.2008.01.006>. Acesso em: 7 nov. 2020.

EBERSPACHER, Aline Mara Gumz et al. A Peer Instruction como Metodologia Inovadora na Prática Docente do Ensino Superior. In: 23o CIAED Congresso Internacional ABED de Educação a Distância. ABED, 2017. Disponível em: <https://doi.org/10.17143/ciaed/XXIIlCIAED.2017.00299>. Acesso em: 11 nov. 2020.

FELDER, Richard M; BRENT, Rebecca. LEARNING BY DOING. Chemical Engineering Education, v. 37, n. 4, p. 282–283, 2003.

FREEMAN, Scott et al. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, v. 111, n. 23, p. 8410–8415, 2014. Disponível em: <https://doi.org/10.1073/pnas.1319030111>. Acesso em: 5 out. 2020.

FRYDENBERG, Mark. Flipping Excel. Information Systems Education Journal, v. 11, n. February, p. 63–73, 2013.

GALVÃO, Taís Freire; PEREIRA, Mauricio Gomes. Avaliação da qualidade da evidência de revisões sistemáticas. Epidemiologia e Serviços de Saúde, v. 24, n. 1, p. 775–778, 2015. Disponível em: <https://doi.org/10.5123/S1679-49742015000100019>. Acesso em: 13 nov. 2020.

IQBAL MALIK, Sohail; COLDWELL-NEILSON, Jo. Impact of a New Teaching and Learning Approach in an Introductory Programming Course. Journal of Educational Computing Research, v. 55, n. 6, p. 789–819, 2017. Disponível em: <https://doi.org/10.1177/0735633116685852>. Acesso em: 9 out. 2020.

KITCHENHAM, Barbara; CHARTERS, Stuart. Guidelines for performing systematic literature reviews in software engineering, version 2.3. School Comput. Sci. Math., Keele Univ., Keele, U.K., Rep. EBSE-2007-01, 2007.

LAAL, Marjan; LAAL, Mozhgan. Collaborative learning: what is it? Procedia - Social and Behavioral Sciences, v. 31, n. 2011, p. 491–495, 2012. Disponível em: <https://doi.org/10.1016/j.sbspro.2011.12.092>. Acesso em: 12 nov. 2020.

LAGE, Maureen J.; PLATT, Glenn J.; TREGLIA, Michael. Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, v. 31, n. 1, p. 30–43, 2000. Disponível em: <https://doi.org/10.1080/00220480009596759>. Acesso em: 4 nov. 2020.

LUXTON-REILLY, Andrew et al. Introductory programming: a systematic literature review. In: Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education - ITiCSE 2018 Companion. NY, USA: ACM Press, 2018. p. 55–106. Disponível em: <https://doi.org/10.1145/3293881.3295779>. Acesso em: 7 nov. 2020.

MAZUR, Eric. Peer Instruction: a revolução da aprendizagem ativa. Penso Editora, 2015.

MAZUR, Eric; SOMERS, Mark D. Peer Instruction: A User’s Manual. American Journal of Physics, v. 67, n. 4, p. 359–360, 1999. Disponível em: <https://doi.org/10.1119/1.19265>. Acesso em: 12 nov. 2020.

MEDEIROS, Rodrigo Pessoa; RAMALHO, Geber Lisboa; FALCAO, Taciana Pontual. A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education. IEEE Transactions on Education, v. 62, n. 2, p. 77–90, 2019. Disponível em: <https://doi.org/10.1109/TE.2018.2864133>. Acesso em: 4 nov. 2020.

MICHAEL, Joel. Where’s the evidence that active learning works? Advances in Physiology Education, v. 30, n. 4, p. 159–167, 2006. Disponível em: <https://doi.org/10.1152/advan.00053.2006>. Acesso em: 9 nov. 2020.

MINIFIE, Roberta J; DAVIS, Kathryn. Ensuring Gen Y Students Come Prepared for Class; then Leveraging Active Learning Techniques to Most Effectively Engage Them. American Journal of Business and Management, v. 2, n. 1, p. 13–19, 2013. Disponível em: <https://doi.org/10.11634/216796061302228>. Acesso em: 1 nov. 2020.

MITCHELL, Alanah; PETTER, Stacie; HARRIS, Al. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses. Journal of Information Technology Education: Innovations in Practice, v. 16, n. 1, p. 021–046, 2017. Disponível em: <https://doi.org/10.28945/3643>. Acesso em: 12 out. 2020.

NOORDIN, Khair et al. Problem?Based Learning (PBL) and Project?Based Learning (PjBL) in Engineering Education: A Comparison. In: Proceedings of the IETEC’11 Conference. Kuala Lumpur, Malaysia, 2011.

O’FLAHERTY, Jacqueline; PHILLIPS, Craig. The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, v. 25, p. 85–95, 2015. Disponível em: <https://doi.org/10.1016/j.iheduc.2015.02.002>. Acesso em: 6 nov. 2020.

PATTANAPHANCHAI, Jarutas. An investigation of students’ learning achievement and perception using flipped classroom in an introductory programming course: A case study of Thailand higher education. Journal of University Teaching and Learning Practice, v. 16, n. 5, 2019.

PENG, Jun; WANG, Minhong; SAMPSON, Demetrios. Scaffolding Project-Based Learning of Computer Programming in an Online Learning Environment. In: IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. p. 315–319. Disponível em: <https://doi.org/10.1109/ICALT.2017.17>. Acesso em: 17 nov. 2020.

PRINCE, Michael. Does Active Learning Work? A Review of the Research. Journal of Engineering Education, v. 93, n. 3, p. 223–231, 2004. Disponível em: <https://doi.org/10.1002/j.2168-9830.2004.tb00809.x>. Acesso em: 14 nov. 2020.

QIAN, Yizhou; LEHMAN, James. Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review. ACM Transactions on Computing Education, v. 18, n. 1, p. 1–24, 2017. Disponível em: <https://doi.org/10.1145/3077618>. Acesso em: 19 nov. 2020.

RICHARDSON, Daniel. Don’t dump the didactic lecture; fix it. Advances in Physiology Education, v. 32, n. 1, p. 23–24, 2008. Disponível em: <https://doi.org/10.1152/advan.00048.2007>. Acesso em: 20 out. 2020.

ROBINS, Anthony V. Novice Programmers and Introductory Programming. In: THE CAMBRIDGE HANDBOOK OF COMPUTING EDUCATION RESEARCH. Cambridge University Press, 2019. p. 327–376. Disponível em: <https://doi.org/10.1017/9781108654555.013>. Acesso em: 16 nov. 2020.

ROEHL, Amy; REDDY, Shweta Linga; SHANNON, Gayla Jett. The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning Strategies. Journal of Family & Consumer Sciences, v. 105, n. 2, p. 44–49, 2013. Disponível em: <https://doi.org/10.14307/JFCS105.2.12>. Acesso em: 8 nov. 2020.

SIMON et al. Pass Rates in Introductory Programming and in other STEM Disciplines. In: Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education. NY, USA: ACM, 2019. p. 53–71. Disponível em: <https://doi.org/10.1145/3344429.3372502>. Acesso em: 15 nov. 2020.

SOUZA, Draylson Micael; BATISTA, Marisa Helena da Silva; BARBOSA, Ellen Francine. Problemas e Dificuldades no Ensino de Programação: Um Mapeamento Sistemático. Revista Brasileira de Informática na Educação, v. 24, n. 1, p. 39, 2016. Disponível em: <https://doi.org/10.5753/rbie.2016.24.1.39>. Acesso em: 12 nov. 2020.

VIHAVAINEN, Arto; AIRAKSINEN, Jonne; WATSON, Christopher. A systematic review of approaches for teaching introductory programming and their influence on success. In: Proceedings of the tenth annual conference on International computing education research - ICER ’14. NY, USA: ACM Press, 2014. p. 19–26. Disponível em: <https://doi.org/10.1145/2632320.2632349>. Acesso em: 25 out. 2020.

WANG, Hsiu-Ying; HUANG, Iwen; HWANG, Gwo-Jen. Comparison of the effects of project-based computer programming activities between mathematics-gifted students and average students. Journal of Computers in Education, v. 3, n. 1, p. 33–45, 2016. Disponível em: <https://doi.org/10.1007/s40692-015-0047-9>. Acesso em: 11 nov. 2020.

WATSON, Christopher; LI, Frederick W.B. Failure rates in introductory programming revisited. In: Proceedings of the 2014 conference on Innovation & technology in computer science education - ITiCSE ’14. NY, USA: ACM Press, 2014. p. 39–44. Disponível em: <https://doi.org/10.1145/2591708.2591749>. Acesso em: 22 out. 2020.