Uso de metodologias ativas para o ensino de programação orientada a objetos
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Data
2022-03-10
Autores
Gonçalves, Alexandre Antonio
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Docentes e discentes devem possuir atitudes de corresponsabilidade e autogestão no processo de aprendizagem. Assim, instituições de ensino superior devem investir em estudos que aprimorem os métodos didáticos, tornando a aprendizagem algo significativo, estando num movimento constante de “aprender a aprender”. Buscando contribuir com essa necessidade do ensino superior, foi realizada uma revisão sistemática sobre as metodologias de aprendizagem que visam melhorar o processo de aprendizagem de programação orientada a objetos. Baseado nesses documentos e resultados, este trabalho aborda o processo de aprendizagem baseado na Taxonomia de Bloom, algumas metodologias ativas e apresenta um projeto de trabalho para a disciplina de Programação Orientada a Objetos, utilizando metodologias de aprendizagem ativa, com foco principal na aprendizagem baseada em problemas (ABP) e o RoboCode como ferramenta de apoio ao aprendizado. Com isso, foi possível constatar que a elaboração de materiais adequados, com exemplos e atividades baseados nos problemas recorrentes na rotina diária, trabalhos em equipe e o estímulo através da competição entre os alunos, aumenta o aprendizado dos conteúdos abordados, mantém a motivação pelos estudos e a busca de novos conhecimentos. Assim, este trabalho contribui com pesquisadores que buscam respostas para alcançarem melhores resultados no ensino de programação orientada a objetos.
Teachers and students must have attitudes of co-responsibility and self-management in the learning process. Thus, higher education institutions should invest in studies that improve didactic methods, making learning something meaningful, being in a constant movement of “learning to learn”. Seeking to contribute to this need for higher education, a systematic review was carried out on the learning methodologies that aim to improve the object-oriented programming learning process. Based on these documents and results, this work addresses the learning process based on Bloom's Taxonomy, some active methodologies and presents a work project for the Object Oriented Programming discipline, using active learning methodologies, with a main focus on learning based on problems (ABP) and RoboCode as a learning support tool. With this, it was possible to verify that the elaboration of adequate materials, with examples and activities based on the recurring problems in the daily routine, teamwork and the stimulus through competition among students, increases the learning of the covered contents, maintains the motivation for studies. and the search for new knowledge. Thus, this work contributes to researchers who seek answers to achieve better results in teaching object-oriented programming.
Teachers and students must have attitudes of co-responsibility and self-management in the learning process. Thus, higher education institutions should invest in studies that improve didactic methods, making learning something meaningful, being in a constant movement of “learning to learn”. Seeking to contribute to this need for higher education, a systematic review was carried out on the learning methodologies that aim to improve the object-oriented programming learning process. Based on these documents and results, this work addresses the learning process based on Bloom's Taxonomy, some active methodologies and presents a work project for the Object Oriented Programming discipline, using active learning methodologies, with a main focus on learning based on problems (ABP) and RoboCode as a learning support tool. With this, it was possible to verify that the elaboration of adequate materials, with examples and activities based on the recurring problems in the daily routine, teamwork and the stimulus through competition among students, increases the learning of the covered contents, maintains the motivation for studies. and the search for new knowledge. Thus, this work contributes to researchers who seek answers to achieve better results in teaching object-oriented programming.
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Palavras-chave
Metodologia ativa, Programação orientada a objetos (Computação), RoboCode, Metodologia de ensino, Aprendizagem baseada em problemas, Software educacional, Active methodology, Object-oriented programming