Acompanha: Uma proposta de abordagem prática baseada em Ausubel para o ensino de programação de computadores / A aprendizagem de programação de computadores é essencial para todas as carreiras ligadas a computação e informática, entretanto percebe-se que parcela significativa dos alunos apresenta dificuldades em assimilar e aplicar certos conceitos. Esta pesquisa buscou elaborar uma proposta de abordagem prática, baseada na teoria da aprendizagem significativa, enfatizando/valorizando a interação com a máquina e expondo os estudantes mais cedo ao uso prático do computador para o ensino de programação. Com base na revisão de literatura referente as dificuldades no processo de ensino/aprendizagem de programação de computadores, e também nas propostas existentes, elaborou-se uma proposta de abordagem para as disciplinas introdutórias de programação. Esta proposta foi submetida a um teste piloto, seguido de uma pesquisa experimental, onde foram conduzidas aplicações da proposta pelo professor pesquisador. A partir da coleta de dados de documentos oficiais como diários de classes e avaliações, foi realizada uma comparação qualitativa entre a proposta de abordagem e a abordagem tradicional da disciplina. A análise dos dados, indicou resultados positivos a exposição dos estudantes mais cedo ao uso prático do computador, e a assuntos que normalmente são vistos primeiramente de maneira conceitual. Além disso, a proposta de abordagem desenvolvida possibilitou aos alunos verem os conteúdos mais vezes, o que pode contribuir para a aquisição de experiência em programação. / Learning computer programming is essential for all careers in computing and information technology. However, a significant part of student presents difficulties in learning and applying certain concepts. This research aimed to develop a practical approach, based on the theory of meaningful learning, emphasizing / valuing the interaction with machine and exposing students earlier to a practical use of computers for teaching programming. Based on the literature review concerning the difficulties in teaching / learning computer programming, and also on existing proposals, it was drawn up a approach to introductory courses in programming. This proposal was submitted to a pilot test, followed by an experimental research conducted by research professor. From the collection of official documents such as daily classes and evaluations, a qualitative comparison was made between the proposal and the traditional approach to discipline. Data analysis indicated that an earlier exposure to a practical use of the computer and to matters usually first seen conceptually are positive for students. Moreover, this proposal enabled the students to see content more often. It may contribute to the acquisition of programming experience.

Acompanha: Uma proposta de abordagem prática baseada em Ausubel para o ensino de programação de computadores / A aprendizagem de programação de computadores é essencial para todas as carreiras ligadas a computação e informática, entretanto percebe-se que parcela significativa dos alunos apresenta dificuldades em assimilar e aplicar certos conceitos. Esta pesquisa buscou elaborar uma proposta de abordagem prática, baseada na teoria da aprendizagem significativa, enfatizando/valorizando a interação com a máquina e expondo os estudantes mais cedo ao uso prático do computador para o ensino de programação. Com base na revisão de literatura referente as dificuldades no processo de ensino/aprendizagem de programação de computadores, e também nas propostas existentes, elaborou-se uma proposta de abordagem para as disciplinas introdutórias de programação. Esta proposta foi submetida a um teste piloto, seguido de uma pesquisa experimental, onde foram conduzidas aplicações da proposta pelo professor pesquisador. A partir da coleta de dados de documentos oficiais como diários de classes e avaliações, foi realizada uma comparação qualitativa entre a proposta de abordagem e a abordagem tradicional da disciplina. A análise dos dados, indicou resultados positivos a exposição dos estudantes mais cedo ao uso prático do computador, e a assuntos que normalmente são vistos primeiramente de maneira conceitual. Além disso, a proposta de abordagem desenvolvida possibilitou aos alunos verem os conteúdos mais vezes, o que pode contribuir para a aquisição de experiência em programação. / Learning computer programming is essential for all careers in computing and information technology. However, a significant part of student presents difficulties in learning and applying certain concepts. This research aimed to develop a practical approach, based on the theory of meaningful learning, emphasizing / valuing the interaction with machine and exposing students earlier to a practical use of computers for teaching programming. Based on the literature review concerning the difficulties in teaching / learning computer programming, and also on existing proposals, it was drawn up a approach to introductory courses in programming. This proposal was submitted to a pilot test, followed by an experimental research conducted by research professor. From the collection of official documents such as daily classes and evaluations, a qualitative comparison was made between the proposal and the traditional approach to discipline. Data analysis indicated that an earlier exposure to a practical use of the computer and to matters usually first seen conceptually are positive for students. Moreover, this proposal enabled the students to see content more often. It may contribute to the acquisition of programming experience.

The research described in this dissertation examines the possible link between self-regulated learning and LEGO Mindstorms robotics activities in teaching concepts in an introductory university computer programming course. The areas of student motivation, learning strategies, and mastery of course objectives are investigated. In all three cases analysis failed to reveal any statistically significant differences between the traditional control group and the experimental LEGO Mindstorms group as measured by the Motivated Strategies for Learning Questionnaire and course exams. Possible reasons for the lack of positive results include technical problems and limitations of the LEGO Mindstorms systems, limited number and availability of robots outside of class, limited amount of time during the semester for the robotics activities, and a possible difference in effectiveness based on gender. Responses to student follow-up questions, however, suggest that at least some of the students really enjoyed the LEGO activities. As with any teaching tool or activity, there are numerous ways in which LEGO Mindstorms can be incorporated into learning. This study explores whether or not LEGO Mindstorms are an effective tool for teaching introductory computer programming at the university level and how these systems can best be utilized.

The Web Based Query Optimization Simulator (WBQOS) is a software tool designed to enhance understanding of query optimization with a Relational Database Management System (RDBMS). WBQOS allows the user to visualize and participate in query optimization, which enhances the learning process.

The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language. / Mathematical Sciences / PhD (Maths, Science and Technology Education)

The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language. / Mathematical Sciences / PhD (Maths, Science and Technology Education)

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

This study was motivated by a desire to address the challenges of introductory programming courses. Ethiopian universities teach such courses in large classes (80+ students) and students complain about the difficulty of the courses and teaching variation of instructors. The study was set to explore optimum course and learning environment design approaches. The research question raised was: how can a blended learning approach be used to improve large class teaching of programming? In an action design research approach, the study was initiated with redesigning two consecutive courses and a supportive blended learning environment on the basis of existing learning theories and educational design frameworks. Two cycles of action research were conducted for a dual goal of refinement and evaluation of the intervention. The action research was conducted during the 2012/13 academic year with 240 students at the beginning. A predominantly quantitative first cycle of action research produced a mixed outcome. The students’ marks from assessment activities were fairly close to results from two other international universities. A pre- and post-implementation survey of students’ approach to learning showed a slight class level change towards the deep learning approach. Conversely, some students were found at-risk (not progressing well) and certain technologies, particularly program visualisation tools, were found underutilised. The second action research cycle aimed to explain the result from the first round. A grounded action research evaluation of data from focus group discussions, interviews and participants’ memos identified plausible factors for meaningful programming learning in a large class. These factors were use of collaborative and pair programming; alignment of learning and assignment activities; integrated use of e-learning; and use of large class strategies like student mentors and team teaching. A critical realist interpretation of the result of the action research suggested that students can learn programming in large classes, 200+ in this study, with a course and learning environment design that keeps them engaged in learning and assessment activities. The study concludes that improved learning of programming can be possible with the use of students as mentors and changed role-dynamics of instructors, which presupposes adaptation of suitable pedagogical approaches and use of technologies. / School of Computing / D. Litt. et Phil. (Information Systems)

O estudo objetivou analisar como e se um Ambiente Visual de Programação pode contribuir apoiando os processos criativos de adolescentes, sendo uma ferramenta auxiliar para a aprendizagem pela solução de problemas, incitando novas formas de utilização das TIC na educação. O presente estudo justifica-se pela necessidade de aprofundar as questões relacionadas ao uso das TIC pelos docentes da Educação Básica e não apenas o uso de projetores e vídeos para substituir o quadro de giz, ou ferramentas de pesquisa em sites de busca apenas para transmitir informações de maneira a privilegiar as metodologias tradicionais de ensino. Como metodologia de pesquisa optou-se pela abordagem qualitativa de natureza interpretativa do tipo estudo de caso múltiplo. A apreensão dos dados foi em campo experimental por meio de questionário socioeducacional e diários de bordo, seguida da análise de conteúdos e descrição dos resultados obtidos. Os participantes do estudo foram adolescentes de 13 escolas públicas e privadas de Ensino Fundamental e do Ensino Médio no Município de Araucária-Pr. O estudo evidenciou o desenvolvimento das funções psicológicas superiores, pensamento computacional nos estudantes como atenção, memória e percepção. Estas habilidades foram observadas durante a elaboração dos projetos, por meio das habilidades de compreensão, planejamento, retrospecto e desenvolvimento de estratégias individuais e coletivas para a solução dos problemas encontrados. Este estudo se diferencia de outros já realizados com o Scratch, pois, enfatiza a busca da liberdade e criatividade dos sujeitos discentes na elaboração de projetos próprios, como estratégia para a autonomia. / The study aimed to analyze how and if a Visual Programming Environment can contribute by supporting the creative processes of adolescents, an auxiliary tool for learning by problem solving, encouraging new ways of using ICT in education. This study is justified by the need to deepen the issues related to the use of ICT in Basic Education teachers and not only the use of projectors and videos to replace the chalkboard, or research tools in search engines only to convey information in order to favor traditional teaching methodologies. As a research methodology was chosen qualitative approach to interpretation, the study of case type. The seizure of the data was in experimental field through socio-educational and daily quiz board, followed by analysis of content and description of the results obtained. Study participants were adolescents from 13 public and private elementary schools and high school in the city of Araucaria-Pr. The study showed the development of higher psychological functions, computational thinking in students such as attention, memory and perception. These skills were observed during the preparation of projects, through the comprehension skills, planning, retrospect and development of individual and collective strategies to solve the problems encountered. This study differs from others already undertaken with Scratch therefore emphasizes the pursuit of freedom and creativity of the subjects students in developing their own projects, as a strategy for autonomy.

Introductory programming failure rate among students is high worldwide, including in South Africa. The failure rate remains a subject for investigation due to a high number of students who find learning to program difficult. This study evaluates factors that contribute to high failure rates in an introductory programming module at University of South Africa. The study evaluates curriculum, programming syllabus, and personal factors to evaluate reasons for high failure rates. Quantitative and qualitative research approaches are used to identify learning hindrances. The research results show that personal factors are the leading contributing factors, followed by the curriculum and then the programming syllabus. Personal factors relate to time, personal reasons, and commitments; curriculum involves tutorials; and programming syllabus factors are linked to programming concepts and application. The findings have implications for how teaching and learning in introductory programming can be improved. The study provides recommendations for improvement and future studies. Keywords: Learn to program; introductory programming; higher learning; personal / School of Computing / M. Tech (Information Technology)