Estratégias de ensino com metodologias ativas em disciplinas de programação para alunos ingressantes

Abstract

The traditionality of education spans from primary schooling to higher education and results in high rates of failure and attrition in undergraduate courses. These issues often stem from the adoption of teaching strategies that lack appeal to contemporary students. Through an exploratory analysis conducted in this research, it was found that active methodologies in education serve as significant teaching strategies. This research addresses the possibility of enhancing student engagement and subsequently improving approval/achievement in programming subjects through the application of teaching strategies utilizing active methodologies. Based on this premise, the present study aims to analyze the main challenges faced by students enrolled in programming subjects and to introduce teaching strategies that deviate from the commonly employed ones. Methodologically, adopting a qualitative approach, bibliographic research and an exploratory approach were employed, supplemented by technical procedures for surveying the programming content offered in all undergraduate courses at UTFPR Campus Ponta Grossa. In addition, semi-structured questionnaires were administered to professors and students of programming disciplines (Algorithms, Computer Science 1, among others). A comparison was drawn between the syllabi of the undergraduate courses offered at UTFPR. Through a questionnaire containing 13 questions administered to professors, it was discerned which topics students encountered the greatest learning difficulties. Furthermore, a systematic review was conducted to evaluate the most utilized active methodologies in undergraduate programming education. Using the questionnaire results, an educational product in the form of an e-book was developed, containing a detailed lesson plan involving active teaching methodologies for each content area (decision structures, loop structures, matrices, and modularization). The aim was to provide distinct strategies for content with greater comprehension challenges. The study demonstrated that both professors and students perceive the primary weaknesses in programming learning, with the traditional methodology used in the classroom being the foremost factor. Regarding the application of active methodologies, it is underscored that whether in-person or remote, the use of any strategies requires minimal infrastructure, such as access to quality internet (if remote) and the engagement of students and educators, as it demands planning, execution, and continuous monitoring. It is noteworthy that classes conducted jointly with active methodologies lead to greater student engagement. However, due to the culture of traditional classes, offering different methodologies generates a certain level of discomfort among students, as observed in the questionnaire application. As for the educational product, the construction of an e-book is highlighted, divided into five chapters that address the concepts of active methodologies and detailed lesson plans, accompanied by examples of methodology usage in topics such as Simple and Compound Decision Structures, Modularization, Matrices, Vectors, and Loop Structures.