Enhancing apprentice-based learning of Java

Various methods have been proposed in the past to improve student learning by introducing new styles of working with assignments. These include problem-based learning, use of case studies and apprenticeship. In most courses, however, these proposals have not resulted in a widespread significant change of teaching methods. Most institutions still use a traditional lecture/lab class approach with a strong separation of tasks between them. In part, this lack of change is a consequence of the lack of easily available and appropriate tools to support the introduction of new approaches into mainstream courses.In this paper, we consider and extend these ideas and propose an approach to teaching introductory programming in Java that integrates assignments and lectures, using elements of all three approaches mentioned above. In addition, we show how the BlueJ interactive programming environment [7] (a Java development environment aimed at education) can be used to provide the type of support that has hitherto hindered the widespread take-up of these approaches. We arrive at a teaching method that is motivating, effective and relatively easy to put into practice. Our discussion includes a concrete example of such an assignment, followed by a description of guidelines for the design of this style of teaching unit

Grading Qualitatively with Tablet PCs in CS 50

CS 50 is Harvard College’s introduction to Computer Science for majors and non-majors alike. Each week, our 330 students submit programming assignments comprising hundreds of lines of code that must then be graded. Although we can assess the correctness of some code automatically, some measures of quality require human attention. In Fall 2008, we equipped the course’s 27 teaching fellows (TFs) with Tablet PCs in order to grade more efficiently but no less qualitatively. By blurring the lines between files and paper, we hoped to facilitate typed and handwritten feedback alike so that grading itself would be not only evaluative but instructive as well. At term’s end, most TFs (63%) reported that grading took less time with a Tablet PC, and nearly half (48%) also reported that they provided students with more feedback because of the same. We present in this paper CS 50’s experience with Tablet PCs along with pedagogical benefits thereof.Engineering and Applied Science

Aplicação da robótica na resolução de problemas : reflexões para a aprendizagem inicial de programação no ensino básico

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, Instituto de Educação, 2020O presente relatório descreve a experiência da prática de ensino supervisionada, no âmbito do Estágio Profissional do Mestrado em Ensino de Informática, do Instituto da Educação da Universidade de Lisboa. A intervenção decorreu no Agrupamento de Escolas de Portela e Moscavide, mais propriamente na Escola Secundária da Portela (Arco-Íris), do Concelho de Loures, numa turma de oitavo ano de escolaridade, na disciplina de “Introdução à Robótica” onde foi lecionada a unidade temática “Introdução à Programação”. Ao ficar estabelecidas a disciplina e a unidade temática a lecionar, teve-se em conta três aspetos: os problemas associados à aprendizagem inicial de programação; as dificuldades dos alunos na resolução de problemas; e a robótica enquanto estratégia de ensino. Após a análise da literatura disponível optou-se por utilizar a metodologia de Aprendizagem Baseada na Resolução de Problemas (ABRP) e recorrer à robótica associada à aprendizagem inicial de programação no ensino básico, como estratégia para promover o desenvolvimento de competências cognitivas e sociais, bem como estruturar os conhecimentos dos alunos relativos à disciplina. Neste sentido, escolheu-se o Robot mBot da Makeblock, e decidiu-se programar usando o software mBlock 3.0. No decorrer da atividade letiva privilegiou-se o trabalho em equipa, a colaboração interdisciplinar para resolução de problemas, adotando predominantemente, um ensino prático e experimental. Os principais objetivos estabelecidos a implementar com o projeto foram: promover a aprendizagem de Programação; desenvolver competências para a resolução de problemas; desenvolver o pensamento lógico, espírito reflexivo e crítico dos alunos; e por fim promover o trabalho em equipa. Na dimensão de investigação utilizaram-se múltiplos métodos que ao longo do tempo foram acumulando evidências, e que permitiram acompanhar e refletir sobre compreensão dos conhecimentos iniciais de programação por parte dos alunos ao realizarem sequencialmente e com sucesso os diversos desafios propostos. De uma forma geral, os alunos progrediram em termos de pensamento computacional, o que melhorou a sua capacidade de resolução de problemas, em particular realça-se a forte motivação por parte dos alunos, na testagem e a depuração, que os conduziu a soluções muito interessantes. A aplicação desta estratégia permitiu aos alunos a compreensão dos conceitos base de programação ultrapassando assim as suas dificuldades.This essay reflects the work done at the preparation of supervised teaching practice, during professional trainee of the Master Degree in IT teaching at Institute of Education from University of Lisbon. The intervention happened at Agrupamento de Escolas of Portela and Moscavide, exactly at Portela Highschool (Arco-Iris), in Loures in an 8th grade class, about the subject “Introduction to Robotics” where the unit “Introduction to Programming” will be taught. Established the subject and the unit to work, it had been in mind three main aspects, initial programming learning related problems; students’ problem resolution difficulties; and robotics as a teaching strategy. After reading a great amount of literature it was decided to use problem solving base methodology (ABRP) and to appeal to robotics connected to initial learning of programming in the basic teaching, as a strategy to promote the development of cognitive and social skills, as well as structure Students knowledge related to this subject. So, it was chosen robot mBot from Makeblock, and programming using software mBlock 3.0. During classes, team work and cooperation to problem solving will be valued (interdisciplinarity), being mainly a practical and experimental teaching. The main objectives established to implement with the project were: promote programming learning, develop problem resolution skills, develop students logical thinking and critical spirit, and also promote collaborative team work. Concerning investigation, several methods were used which, as time went by, added evidences, allowing a reflection about the understanding of initial programming knowledge by the students as they were successfully performing the given challenges. Concerning computational thinking, students improved their skills which made them better at problem solving and in robotics appliance, particularly, in testing and debugging. This way there was more motivation getting interesting solutions. The application of this strategy allowed the students to understand the base concepts of programming overcoming, this way, their difficulties