Computer Programming: a parallel between the agile project-based learning and the traditional learning

Detalhes bibliográficos
Autor(a) principal: Grotta, Alexandre
Data de Publicação: 2021
Outros Autores: Prado, Edmir Parada Vasques
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educitec
Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1243
Resumo: Computer programming classes are often cognitively very demanding to students. Thus, this research aims to analyze the benefits the Agile Model for Projects in Computing Education (AMoPCE), an agile project-based teaching method, when compared to the traditional teaching method. The benefits we analyzed were motivation to learn, verbal communication, and vocational exploration. This research is quasi-experiment and it was concluded in the first semester of 2019. We then analyzed the results from 151 students and five professors from an Information Systems graduation course, clustered by control and experiment groups. AMoPCE was considerate the intervention education method. As result, we found that hypothesis AMoPCE benefits the motivation to learn, was confirmed at both factual and practical courses. Hypothesis AMoPCE benefits students’ communication was also confirmed at the practical course. Finally, the traditional teaching benefited the vocational exploration benefit at conceptual courses.
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spelling Computer Programming: a parallel between the agile project-based learning and the traditional learningProgramação de Computadores: um paralelo entre a aprendizagem baseada em projetos ágeis e a aprendizagem tradicionalProject-based learningProgramming languagesUndergraduate educationEnsino por ProjetosLinguagem de ProgramaçãoEnsino superiorComputer programming classes are often cognitively very demanding to students. Thus, this research aims to analyze the benefits the Agile Model for Projects in Computing Education (AMoPCE), an agile project-based teaching method, when compared to the traditional teaching method. The benefits we analyzed were motivation to learn, verbal communication, and vocational exploration. This research is quasi-experiment and it was concluded in the first semester of 2019. We then analyzed the results from 151 students and five professors from an Information Systems graduation course, clustered by control and experiment groups. AMoPCE was considerate the intervention education method. As result, we found that hypothesis AMoPCE benefits the motivation to learn, was confirmed at both factual and practical courses. Hypothesis AMoPCE benefits students’ communication was also confirmed at the practical course. Finally, the traditional teaching benefited the vocational exploration benefit at conceptual courses.Aulas de programação de computadores são cognitivamente desafiadoras aos alunos. Assim, objetivo desta pesquisa é analisar os benefícios da aprendizagem baseada em projeto ágil aos estudantes quando comparados ao método tradicional de ensino, principalmente com relação à motivação para aprender, à comunicação verbal e à exploração vocacional dos alunos. Trata-se de pesquisa empírica concluída no início de 2019, e que contou com 151 alunos e cinco professores. A intervenção foi o método AMoPCE (Agile Model for Projects in Computing Education) aplicado em um curso superior de Análise e Desenvolvimento de Sistemas. Como resultado, AMoPCE beneficiou a motivação para aprender em disciplinas factuais e procedurais. Na disciplina do tipo procedural, verificou-se também que o AMoPCE beneficia a comunicação dos alunos. Por fim, em disciplinas de conteúdo conceitual, o método tradicional de ensino apresentou maior benefício à exploração vocacional.Instituto Federal de Educação, Ciência e Tecnologia do Amazonas2021-04-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/124310.31417/educitec.v7.1243Educitec - Journal of Studies and Research on Technological Teaching ; Vol. 7: Jan./Dec. 2021 Continuous Publishing; e124321Educitec - Revista de Estudios e Investigación sobre Enseñanza Tecnológica; Vol. 7: Ene./Dic. 2021 Publicación continua; e124321Educitec - Revista de Estudos e Pesquisas sobre Ensino Tecnológico; v. 7: jan./dez. 2021 Publicação Contínua (Continuous Publishing); e1243212446-774X10.31417/educitec.v7ireponame:Educitecinstname:Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)instacron:IFAMporhttps://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1243/653Grotta, AlexandrePrado, Edmir Parada Vasquesinfo:eu-repo/semantics/openAccess2022-11-01T11:33:20Zoai:sistemascmc.ifam.edu.br:article/1243Revistahttps://sistemascmc.ifam.edu.br/educitec/index.php/educitecPUBhttps://sistemascmc.ifam.edu.br/educitec/index.php/educitec/oaieducitec.revista@ifam.edu.brhttps://doi.org/10.314172446-774X2446-774Xopendoar:2022-11-01T11:33:20Educitec - Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)false
dc.title.none.fl_str_mv Computer Programming: a parallel between the agile project-based learning and the traditional learning
Programação de Computadores: um paralelo entre a aprendizagem baseada em projetos ágeis e a aprendizagem tradicional
title Computer Programming: a parallel between the agile project-based learning and the traditional learning
spellingShingle Computer Programming: a parallel between the agile project-based learning and the traditional learning
Grotta, Alexandre
Project-based learning
Programming languages
Undergraduate education
Ensino por Projetos
Linguagem de Programação
Ensino superior
title_short Computer Programming: a parallel between the agile project-based learning and the traditional learning
title_full Computer Programming: a parallel between the agile project-based learning and the traditional learning
title_fullStr Computer Programming: a parallel between the agile project-based learning and the traditional learning
title_full_unstemmed Computer Programming: a parallel between the agile project-based learning and the traditional learning
title_sort Computer Programming: a parallel between the agile project-based learning and the traditional learning
author Grotta, Alexandre
author_facet Grotta, Alexandre
Prado, Edmir Parada Vasques
author_role author
author2 Prado, Edmir Parada Vasques
author2_role author
dc.contributor.author.fl_str_mv Grotta, Alexandre
Prado, Edmir Parada Vasques
dc.subject.por.fl_str_mv Project-based learning
Programming languages
Undergraduate education
Ensino por Projetos
Linguagem de Programação
Ensino superior
topic Project-based learning
Programming languages
Undergraduate education
Ensino por Projetos
Linguagem de Programação
Ensino superior
description Computer programming classes are often cognitively very demanding to students. Thus, this research aims to analyze the benefits the Agile Model for Projects in Computing Education (AMoPCE), an agile project-based teaching method, when compared to the traditional teaching method. The benefits we analyzed were motivation to learn, verbal communication, and vocational exploration. This research is quasi-experiment and it was concluded in the first semester of 2019. We then analyzed the results from 151 students and five professors from an Information Systems graduation course, clustered by control and experiment groups. AMoPCE was considerate the intervention education method. As result, we found that hypothesis AMoPCE benefits the motivation to learn, was confirmed at both factual and practical courses. Hypothesis AMoPCE benefits students’ communication was also confirmed at the practical course. Finally, the traditional teaching benefited the vocational exploration benefit at conceptual courses.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1243
10.31417/educitec.v7.1243
url https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1243
identifier_str_mv 10.31417/educitec.v7.1243
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1243/653
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Amazonas
publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Amazonas
dc.source.none.fl_str_mv Educitec - Journal of Studies and Research on Technological Teaching ; Vol. 7: Jan./Dec. 2021 Continuous Publishing; e124321
Educitec - Revista de Estudios e Investigación sobre Enseñanza Tecnológica; Vol. 7: Ene./Dic. 2021 Publicación continua; e124321
Educitec - Revista de Estudos e Pesquisas sobre Ensino Tecnológico; v. 7: jan./dez. 2021 Publicação Contínua (Continuous Publishing); e124321
2446-774X
10.31417/educitec.v7i
reponame:Educitec
instname:Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)
instacron:IFAM
instname_str Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)
instacron_str IFAM
institution IFAM
reponame_str Educitec
collection Educitec
repository.name.fl_str_mv Educitec - Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM)
repository.mail.fl_str_mv educitec.revista@ifam.edu.br
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