Metodologias ativas de aprendizagem e a teoria da carga cognitiva para a construção de caminhos no ensino de programação de computadores

Abstract

Given the current relevance of computers for society, a drive towards enhancing computer programming related skills has become noticeable. However, learning to program computers is no simple or trivial task since programming is a highly cognitive skill, requiring mastery of multiple aspects. Thus, literature evidences that the teaching/learning process for computer programming has become a challenge for both, teachers and students, resulting in high levels of unsuccess. The objective of this paper is to evaluate the contribution of a pedagogic approach based on associating Active Learning Methodologies and the Theory of Cognitive Load in teaching computer programming, from the faculty standpoint. To this end, a study of mixed methods was undertaken with faculty from the areas of Computers Sciences, Informatics and other similar, who teach subjects related to computer programming. The data was obtained from a continued qualification, by way of questionnaires, activities, participation and/or interaction records from the participating faculty members. The scope of the analysis of the data obtained is the perspective of the faculty participating in this qualification on the proposed pedagogic approach. The results obtained show that, from the perspective of participating faculty, the proposed pedagogic approach contributes to helping and guiding faculty members in the didactic-pedagogic organization of the teaching/learning process and in planning and structuring classes, aligning this process to the student’s capacity to assimilate, so as to broaden the contextualization of contents and concepts that, in their turn, increase satisfaction, motivation, interest, and involvement, engagement as well as the protagonism of learners. Further, the existence of a synergistic potential in the association proposed between Active Learning Methodologies and the Theory of Cognitive Load was evidenced, given that these methodologies can be more effective or, yet, enhanced, through deploying the concepts of the Theory of Cognitive Load, enabling achieving a balance point between the benefits of active student participation and costs relative to the higher cognitive load involved. This leads to the understanding that, from the faculty standpoint, the pedagogic approach proposed has potential to make a significant contribution to the teaching of computer programming, through technical and methodological support, driving the development of adequate educational practices, aligned to contemporary education and the needs and capacity of learners. These are fitting in reducing the lack of success in learning programming skills.