Conjunto estruturado de atividades didáticas para o ensino introdutório de programação

• Autor(a) principal: Lourega, Luciana Vescia
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000vn1n
• Texto Completo: http://repositorio.ufsm.br/handle/1/27142
• topic: Ensino; Algoritmo; Ritmo de estudo; Atividades didáticas; Feedback qualificado; Teaching; Algorithm; Study rhythm; Didactic activities; Qualified feedback; CNPQ::OUTROS::CIENCIAS

This work was carried out within the scope of the Educational Design Research (EDR) methodology, which seeks to provide solutions to problems experienced in teaching practice. The present research aims to create, develop, implement and evaluate a teaching methodology based on a set of didactic activities (DAs) focused on providing study rhythm and qualified feedback to students of the introductory programming discipline in the technical course in informatics, integrated to secondary education at the educational Federal Institution. The DAs were developed to carry out a continuous monitoring of student performance, so that the high rate of evasion and failure are reduced. During this methodological process, the teacher is able to identify the gaps presented by the students and resume the content individually and/or in groups, not letting doubts accumulate and become obstacles to learning. Feedback to students was carried out through a feedback of learning, taking into account reading comprehension, abstraction, logical reasoning and mathematical notions, aspects that represent the four essential pillars to be evaluated in the teaching of Programming I. The results obtained indicate that the DAs promote greater student participation, understanding that their realization is important so that the difficulties encountered can be remedied at the moment that they are identified, without an accumulation of doubts which can generate disinterest and abandonment of discipline. It was also possible to conclude that when comparing the methods in the respective evaluations analyzed, the students showed a better performance, mainly due to the teacher's feedback and the number of proposed evaluations, noting a significant increase in the number of approved students and a marked reduction in the number of recovering students. Thus, students were encouraged to participate more and more in the proposed activities, creating a rhythm, focusing their studies on the difficulties encountered and presenting a better evolution in their knowledge.