This study describes an interview survey of college instructors of foreign and programming languages as well as a content analysis of textbooks from these fields. Seven interviews were conducted with instructors in Romance Languages and Computer Science at five colleges in central North Carolina. The purpose of the interviews was to determine how instructors of foreign and programming languages view their teaching methodology and how this relates to the textbooks they choose. Based on the information gathered at the interviews and a subsequent content analysis of six textbooks, this study explored the possibilities that exchanging teaching ideas between foreign and programming language texts might afford if these were applied creatively across these two curricula.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-03-03T16:51:21Z No. of bitstreams: 1 Sandro José Ribeiro da Silva_.pdf: 1958508 bytes, checksum: 927c5b673859ca465e35998f946b5a64 (MD5) / Made available in DSpace on 2017-03-03T16:51:21Z (GMT). No. of bitstreams: 1 Sandro José Ribeiro da Silva_.pdf: 1958508 bytes, checksum: 927c5b673859ca465e35998f946b5a64 (MD5) Previous issue date: 2016-11-03 / Nenhuma / O desenvolvimento de habilidades de programação de sistemas computacionais é uma necessidade crescente, devido ao amplo uso de recursos computacionais nas mais diversas áreas. Ao mesmo tempo, é conhecida a deficiência existente quanto à quantidade de profissionais sendo graduados nesta área. Alguns estudos indicam dificuldades dos estudantes e ao mesmo tempo falta de metodologias adequadas como possíveis elementos contribuindo para este contexto, corroborando a necessidade de desenvolvimento de pesquisas sobre o aprendizado de linguagens de programação. Entre as possíveis soluções para este problema de motivação, o desenvolvimento de um ambiente gamificado como ferramenta de ensino para linguagens de programação vem sendo explorado em projetos de pesquisa e também em opções comerciais. Uma das deficiências observadas nestas inciativas é justamente a falta de suporte aos professores para acompanhamento da evolução dos alunos. Buscando atender esta necessidade, o presente trabalho propõe um ambiente de apoio ao ensino de lógica de programação cujo diferencial é a inclusão de recursos de análise do comportamento dos alunos, voltados para o apoio ao professor. Desta forma, o trabalho proposto alia aos jogos eletrônicos o monitoramento on-line de suas etapas, através do uso de técnicas de mineração de dados educacionais. Com base em um framework para Gamificação, foi definido e desenvolvido um ambiente Web para ensino da linguagem Lua, com aspectos de Gamificação e Mineração de Dados Educacionais. Este ambiente foi utilizado em avaliações com alunos do ensino técnico, tendo sido observados resultados promissores nos aspectos motivacionais. As avaliações envolvendo a identificação de vantagens geradas para os professores com uso dos dados sobre o comportamento dos alunos também foram positivas e indicam um bom potencial para esta abordagem. / The development of computer systems programming skills is a growing necessity, due to the wide use of computational resources in different areas. At the same time, it is known the deficiency with respect to the amount of professionals being graduated in this area. Some studies indicates difficulties of students and lack of adequate methodologies as possible elements contributing to this context, supporting the need to develop research on learning programming languages. As a possible solution to this problem of motivation, the development of a gamified environment as a teaching tool for programming languages is being explored in research projects and also commercial options. One of the deficiencies observed in these initiatives is precisely the lack of support to teachers to follow up of the evolution of students, which consists in one of the differentials of the proposed work. In this way, the work integrates to electronic games the online monitoring through the use of educational data mining techniques. Based on the framework for gamification, has been defined and developed a web environment to the Lua language teaching, with aspects of gamification and education data mining. This environment has already been tested preliminarily with technical education students, being observed promising results. A new stage of development and testing is foreseen to deepening the identification of advantages generated for teachers with the use data on the behavior of students.

The purpose of this study is to contribute to more knowledge about the prerequisites for conducting teaching in programming for year F-3, linked to the subject of technology. The method chosen for this study is a quantitative questionnaire survey, that includes teachers who teach students in the grades F-3. The survey was distributed as a web survey and was shared on the Facebook platform in various teacher groups. A total of 84 questionnaire responses were collected from teachers around Sweden. The study wants to show what teachers' perceptions, conditions and challenges are in conducting teaching in programming and how they interpret the new criteria in the syllabus. The results show that the majority of teachers are positive about teaching programming. Nevertheless, many of the respondents believe that there are major challenges when it comes to teaching programming linked to the subject of technology. Some challenges are, for example, the teacher's lack of subject knowledge, the distribution of analogue and digital resources that varies from school to school and time-consuming work for the teacher from planning to implementation of teaching. Almost half of the teachers lack training or continuing education in programming and less than half have already received competence development. Another recommendation I want to give to the profession is to give the teacher the opportunity for competence development in programming. / Syftet med studien är att bidra till mer kunskap om vilka förutsättningar det finns för att bedriva undervisning i programmering för årskurs F-3, kopplat till teknikämnet. Metoden som valts till den här studien är en kvantitativ enkätundersökning där det ingår lärare som undervisar elever i årskurs F-3. Enkäten distribuerades som en webbenkät och delades på plattformen Facebook i olika lärargrupper. Totalt samlades 84 enkätsvar in från lärare runt om i Sverige. Studien vill visa vad lärare har för uppfattningar, förutsättningar och utmaningar med att bedriva undervisning i programmering samt hur de tolkar de nya kriterierna i kursplanen.  Resultatet visar att majoriteten av lärarna är positiva till att undervisa i programmering. Trots det anser många av respondenterna att det finns stora utmaningar när det gäller undervisning i programmering kopplat för ämnet teknik. Några utmaningarna är exempelvis lärarens bristande ämneskunskaper, fördelningen av analoga och digitala resurser varierar från skola till skola samt tidskrävande arbete för läraren från planering till genomförande av undervisning. Nästan hälften av lärarna saknar utbildning eller fortbildning inom programmering och färre än hälften har redan fått kompetensutveckling. Vidare rekommendation jag vill ge till verksamheten är att ge läraren möjlighet till kompetensutveckling inom programmering.