Banca de DEFESA: CRISTIANO MARTINS NUNES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CRISTIANO MARTINS NUNES
DATE: 11/12/2023
TIME: 15:00
LOCAL: Campus Nova Gameleira
TITLE:

Programming logic teaching: learning difficulties in the perception of teachers of higher education

KEY WORDS:

Algorithms. Teaching. Programming Logic. Reverse Planning. Six Facets.

PAGES: 132
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:

This research aimed to investigate students' learning difficulties in programming logic and how teachers plan their teaching for comprehension, as perceived by instructors who teach the Algorithms and Programming Logic (ALP) discipline. This work falls within Research Line IV, which focuses on Educational Practices and Educational Technologies, in the Master's Program in Technological Education at CEFET-MG. The methodology adopted for this research is characterized by a qualitative approach, exploratory in nature, and bibliographic in scope, drawing on theorists such as Wiggins and McTigue (2019), Libâneo (2003, 2013), Dewey (2010), Papert (2007), Perrenoud (1993, 2003), Valente (1998), Zabala (1998), Bloom Hastings, and Madaus (1983), Copy (1978), and Piaget (1976). The data collection instrument used was a semi-structured questionnaire administered online in April 2023, with the participation of 17 teachers instructing the ALP discipline in Computer Science and Engineering courses at three higher education institutions in a private network located in Belo Horizonte-MG, Betim-MG, and Divinópolis-MG. Results indicate that research participants perceive that many students face significant challenges related to logical thinking and understanding the syntax and semantics of programming structures. They believe that these difficulties originate from a lack of early stimulation for logical thinking, a deficient foundation in logical reasoning, and the negative impact of digital technologies, which often makes it more convenient to seek ready-made answers than to develop solutions. Participants emphasize the importance of simplifying the presentation of the discipline's content and proposing practical application through real problem-solving to help students overcome these difficulties. We conclude that a noteworthy feature of teaching planning for comprehension is the emphasis on practice and the application of knowledge. Participants in this research recognize the importance of applying the content of the discipline to real situations and everyday problems, as advocated by the guidelines established by the Opinion CNE/CEB of February 2, 2022, which emphasizes the importance of developing computational thinking and constructing algorithms to solve everyday problems. Although it is noticeable that participants may not be familiar with the theory of the six facets for teaching planning for comprehension, many use it intrinsically, facing the challenges of the diversity of student profiles and external factors, such as the inverted classroom methodology proposed by the institution.

COMMITTEE MEMBERS:
Externo ao Programa - ALISSON MARQUES DA SILVA
Externo ao Programa - EGIDIO IENO JUNIOR
Presidente - IVO DE JESUS RAMOS
Externo ao Programa - MARCOS PRADO AMARAL