Metodologias de Aprendizagem Ativa Aplicadas à Computação: Uma Revisão da Literatura

As metodologias ativas de aprendizagem trazem o aluno para o papel central do ensino-aprendizagem, instigando o autoaprendizado e motivando o discente no seu próprio processo de aprendizado. O artigo objetiva apresentar os resultados de uma pesquisa que utilizou o método de pesquisa bibliográfica com o intuito de investigar produções acadêmicas que relataram o uso de metodologias ativas no ensino de computação, suas áreas de aplicação dentro da computação e as formas de avaliação empregadas. O levantamento bibliográfico (LB) analisou 46 produções nas quais foi constado o emprego de metodologias ativas, no qual foi identificado a PBL (Problem Based Learning) como uma das metodologias mais utilizadas. Dentre as áreas de aplicabilidade na computação o grande interesse está no ensino de programação, devido à complexidade dos conceitos e à falta de motivação dos alunos. Por fim foi identificada a necessidade de se trabalhar com propostas de avaliações ativas com as metodologias ativas de aprendizagem

Code Puzzle Completion Problems in Support of Learning Programming Independently

Middle school children often lack access to formal educational opportunities to learn computer programming. One way to help these children may be to provide tools that enable them to learn programming on their own independently. However, in order for these tools to be effective they must help learners acquire programming knowledge and also be motivating in independent contexts. I explore the design space of using motivating code puzzles with a method known to support independent learning: completion problems. Through this exploration, I developed code puzzle completion problems and an introductory curriculum introducing novice programmers to basic programming constructs. Through several evaluations, I demonstrate that code puzzle completion problems can motivate learners to acquire new programming knowledge independently. Specifically, I found that code puzzle completion problems are more effective and efficient for learning programming constructs independently compared to tutorials. Puzzle users performed 33% better on transfer tasks compared to tutorial users, while taking 21% less time to complete the learning materials. Additionally, I present evidence that children are motivated to choose to use the code puzzles because they find the experience enjoyable, challenging, and valuable towards developing their programming skills. Given the choice between using tutorials and puzzles, only 10% of participants opted to use more tutorials than puzzles. Further, 80% of participants also stated a preference towards the puzzles because they simply enjoyed the experience of using puzzles more than the tutorials. The results suggest that code puzzle completion problems are a promising approach for motivating and supporting independent learning of programming