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- Aplicando uma metodologia de aprendizagem colaborativa no ensino de programaçãoPublication . Aires, Simone Bello Kaminski; Aires, Joao Paulo; Pereira, Maria João; Alves, Luís M.Este artigo aborda os resultados obtidos na utilização de uma metodologia de ensino colaborativa em uma turma com alunos ingressantes de um Curso de Bacharelado em Ciência da Computação. O grupo no qual a pesquisa foi implementada foi composto de 45 alunos matriculados na disciplina de Algoritmos do primeiro semestre de 2018. Para a estratégia de ensino, foi aplicado o Método Trezentos, que consiste na divisão da turma em grupos de trabalho colaborativo com oito alunos. Com esta metodologia, constatou-se uma melhora significativa não somente nas notas obtidas pelos estudantes, como, também, no percentual de aprovação. Com base nos dados históricos dos últimos anos, é possível perceber que o método se mostrou eficiente, uma vez que ao aplicar tal estratégia, houve ampliação no percentual de aprovação de 50,0% para 58,7% dos matriculados na disciplina.
- C Tutor usage in relation to student achievement and progress: a study of introductory programming courses in Portugal and SerbiaPublication . Alves, Luís M.; Gajić, Dušan; Henriques, Pedro Rangel; Ivančević, Vladimir; Ivković, Vladimir; Lalić, Maksim; Lukovic, Ivan; Pereira, Maria João; Popov, Srđan; Tavares, PaulaPrevious research studies on introductory programming courses in engineering education in Portugal and Serbia have indicated that although high motivation and high expectations seem to be reported by students, many students may fail the course. This prompted a further inquiry into student attitudes, behavior, and achievement, and it also led to the introduction of C Tutor, a widely known program visualization tool, into courses in both countries. As a result, in the present study, self‐reported student achievement (grades), self‐reported student progress (knowledge improvement and confidence), and self‐reported usage and helpfulness of C Tutor were investigated. Anonymous data about students and their experience in the course, which also included the usage of C Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, including descriptive statistics, clustering, statistical testing of independence, and partial correlation analysis, were applied in analyses of survey data. The distribution of grades differed between the two countries, but overall attitudes were similar. Various uncovered patterns involving student attitudes and usage of C Tutor may serve as a starting point for new research studies.
- Active methodologies in incoming programming classesPublication . Aires, Joao Paulo; Aires, Simone Bello Kaminski; Pereira, Maria João; Alves, Luís M.Innovative approaches in teaching programming have been required to improve the success of incoming programming students. This work presents the initial results of a teaching strategy implemented in the Algorithms subject of a Computer Science course. Ninety-five students, enrolled in this subject during the first semester of the course, participated in the research. The reported activity is related with active methodologies of teaching and Problem-Based Learning, being developed on the first day of class in groups of up to five students. The activity was based in two actions: 1) answering a questionnaire associating computing elements to daily life routines; and, 2) even without programming concepts knowledge, develop a smartphone application. Each group received a questionnaire containing 19 questions, divided into four blocks. What can be perceived with the accomplishment of this work, was the enthusiasm, motivation and engagement of the students who, even being unknown from each other, organized themselves in the groups and researched the necessary strategies to complete the challenge. The teacher acted as an advisor in the teaching process, conducting the experiment in order to lead students to find the solution.
- EasyCoding - methodology to support programming learningPublication . Almeida, Marcela Viana Pereira de; Alves, Luís M.; Pereira, Maria João; Barbosa, GlíviaKnowing that the programming curricular units in the first year of engineering courses have a high failure rate and, assuming that this failure is due, in large part, to the lack of motivation and the lack of autonomy of the student to program in context outside the classroom, a methodology based on activity guides using attractive web platforms is proposed. The proposed methodology aims to facilitate both the planning of activities by the teachers and the autonomy and motivation by students. In order to receive a first feedback about this work, the methodology is being used by programming professors from Polytechnic Institute of Bragança, but in the near future it will be also evaluated by professors from the Federal Center of Technological Education of Minas Gerais and from the Federal Technological University of Paraná, both from Brazil. Following this work, a system is being developed that allows the automatic construction of guides based on exercises available from the web and systems that facilitate the collection of solutions and analysis of results.
- Classifying empirical studies in an educational context through an experimentation frameworkPublication . Alves, Luís M.; Ribeiro, Pedro; Machado, RicardoWorking in a team for a limited period of time and to deliver a high quality product are some of the skills that students should gain during their studies at the university. Empirical studies in software engineering play an important and significant role in the evaluation of tools, techniques, methods, and technologies before they are dynamically validated in industrial setup. After the presentation of the projects, students have a meeting with teaching staff to discuss and analyze the strengths and weaknesses of their work. The analysis should be performed by keeping in view the documentation, the project plan and the work experience the team has gathered from the start to the end of the project completion. To learn from the experience is a key to improvement. To perform empirical studies in real contexts is very difficult due to various obstacles, so, we intend to create a stable environment that allows us to perform reliable empirical studies with students. In many studies, students are used instead of professional software developers, although the objective is to draw conclusions valid for professional software developers. The differences may be considered only minor, and it is concluded that software engineering students may be used instead of professional software developers under certain conditions. This paper presents a framework to classify empirical studies performed in an educational context. We will describe the relevance and objectives of the framework. Then, we present the schema (architecture) of the framework and explain in some detail its different components. The main objective of the framework is to provide a classification scheme for understanding and evaluating empirical studies in software engineering area in educational context. With this framework we can analyze most of the experimental work that has been performed in our software engineering courses. We involve students from BSc, MSc and PhD degrees in Computing from our university in developing a software project required by real clients. The educational approach is mainly based on (PBL) Project-Based Learning principles. Over the past four years we had five hundred and twenty students involved in the four educational syllabuses. In each academic year, we had approximately 100 students in (PMS) Software Process and Methodologies and (DAI) Development of Software Applications courses and 30 students in (ACSI) Analysis and Design of Information Systems and (GPSI) Project Management of Information Systems courses. Normally, the PMS/DAI and ACSI/GPSI courses has the same students. From the academic year 2010/2011 to 2017/2018, the 200 students enrolled in the ACSI and GPSI courses developed 150 work projects in different SWEBOK (Software Engineering Body of Knowledge) KAs (Knowledge Areas). We classify these works projects to explain the usefulness and applicability of the using the proposed framework.
- Longevity of risks in software development projects: a comparative analysis with an academic environmentPublication . Alves, Luís M.; Souza, Gustavo; Ribeiro, Pedro; Machado, Ricardo J.The study presented in this paper was developed in an academic environment. All subjects involved in this research are enrolled in the Information Systems Master’s Degree of the University of Minho. The main objective of this study is to demonstrate the need for the continuity of studies about the risks presented in software development projects. For this purpose, we analyzed more than four hundred risks and about one hundred problems faced and documented by the working groups. With the collected data we defined a list of twenty risks and conducted a comparative study of these risks with others already formalized in previous industrial studies. The comparison data was analyzed and interpreted, and important conclusions were made.
- Using the methodology problem-based learning to teaching programming to freshman studentsPublication . Aires, Joao Paulo; Aires, Simone Bello Kaminski; Pereira, Maria João; Alves, Luís M.This work registers the initial results of a teaching strategy implemented with students entering the Algorithms discipline with a higher degree in Computing. This discipline offered to first-year students records cases of dropout and evasion. Thus, it is necessary to implement teaching strategies to provide engagement, interest, and motivation with the subjects worked on. The main objective is apply an active methodology problem-based learning in programming teaching. In this work participated 177 students in the years 2019-2 (47), 2020-1/2020-2 (83), and 2021-2 (47), enrolled in the first period of the course. The methodology adopted for the development of this study consisted of: use of questionnaires to measure prior knowledge about computing concepts; group discussion of the answers recorded in the questionnaire; development of an APP for smartphone; use of the PBL (Problem-based learning) methodology as a learning strategy. It is an activity related to the active teaching and learning methodology of problem-based learning that is being developed on the first day of class in groups of up to five students. The strategy consisted of two actions: 1) answering a questionnaire associating everyday computing elements; and 2) even though the programming concepts were not presented, the groups were challenged to develop a smartphone application. Each group received a questionnaire containing 19 questions divided into four blocks. What can be seen from the completion of this work was the enthusiasm, motivation, and engagement of the students, who, even though they were newcomers, organized themselves into groups and researched the necessary strategies to complete the challenge. When measuring the knowledge obtained through the application of a questionnaire relating to the content (with the participation of 62% of students), it was found that 81% of the participants obtained the necessary grade for approval of that content. Following the strategy of an active methodology of learning and teaching that favors the protagonism and autonomy of the student, we concluded that strategy was benefic for to the students, and the teacher acted as a guide in the teaching process, directing what should be researched to find the solution and serving as a tutor in the resolution of the problem presented. Preliminarily, part of this study was presented at the 2nd International Computer Programming Education Conference.
- Ensino-aprendizagem de programaçãoPublication . Alves, Luís M.O presente trabalho foi elaborado para efeitos da Lição que o autor apresentou nas Provas Públicas de Avaliação da Competência Pedagógica e Técnico-científica, cujo tema escolhido foi “Ensino-Aprendizagem de Programação”. O seu conteúdo, a metodologia e as fontes que lhe serviram de base são da sua inteira responsabilidade e são o resultado da experiência acumulada nos mais de vinte anos que já leciona, no projeto internacional em que participou e na investigação conduzida no âmbito dos trabalhos de doutoramento. O ensino-aprendizagem de linguagens de programação é uma tarefa difícil reconhecida mundialmente. Várias têm sido as tentativas para atenuar esta dificuldade, nomeadamente, na adoção de novas metodologias de ensino, novas ferramentas de suporte e novas linguagens de programação. Na presente Lição são apresentados alguns dados obtidos num projeto internacional sobre esta temática envolvendo várias instituições de ensino superior de Portugal e da Sérvia em que o autor participou ativamente. Na lecionação das Unidades Curriculares (UCs) de Programação I e Programação II aos cursos de licenciatura em Engenharia Informática e Informática de Gestão da Escola Superior de Tecnologia e Gestão (ESTiG) do Instituto Politécnico de Bragança (IPB), foram percecionadas dificuldades evidenciadas pelos estudantes na apreensão e aplicação de determinados conceitos. Motivo que impulsionou o desenvolvimento de técnicas e metodologias potenciadoras da transferência de conhecimento e de aprendizagem. Assim, ao longo dos anos têm-se potenciado o ensino baseado na prática, com um envolvimento ativo e colaborativo dos estudantes. Naquelas UCs, após a explicação teórica dos conceitos envolvidos na programação é efetuada uma aplicação prática dos mesmos, envolvendo ativamente os estudantes. Em todas as aulas são usados os computadores dos laboratórios ou os portáteis pessoais dos estudantes na realização de exercícios distribuídos por fichas de trabalho que cobrem os diferentes assuntos do conteúdo programático de cada Unidade Curricular (UC). Nos últimos anos, têm sido introduzidas ferramentas online de suporte ao ensino da programação. A criação de um ambiente académico que permita a aquisição de soft skills por estudantes das Tecnologias da Informação é um desafio encorajador. Neste sentido, é apresentado nesta Lição um ambiente criado na Universidade do Minho que potencia a aquisição destas competências. Este ambiente tem por base o Ensino Baseado em Projetos (Project-Based Learning (PBL)), cujo autor desta lição participou como aluno de doutoramento.