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Dificuldades reveladas por alunos do ensino secundário na aprendizagem da programação : um estudo de caso
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Orientador(es)
Resumo(s)
Com base na experiência profissional e numa revisão bibliográfica no âmbito
da programação de computadores, definiu-se como objectivo central desta
investigação conhecer e compreender as principais dificuldades reveladas por
alunos do ensino secundário, na aprendizagem da programação. Em torno deste
problema procurou-se responder a três níveis essenciais de questões: (i) as
dificuldades reveladas pelos alunos, (ii) as diferenças interpessoais, envolvidas no
processo de programação; (iii) inferir estratégias facilitadoras de alguns processos
de programação.
Pareceu adequada a adopção de uma metodologia qualitativa, seguindo uma
estratégia de estudo de caso. Assim, seleccionou-se dentro de uma escola do
ensino secundário duas turmas do tecnológico de informática: uma do 10° ano no
primeiro nível da disciplina de Técnicas e Linguagens de Programação; e outra do
11° ano, no 2º nível, da mesma disciplina.
Este pareceu um cenário pedagógico real e adequado à recolha de dados
que se pretendia efectuar. Dentro dessas turmas foram seleccionados os casos que
seriam estudados, enquadrados em duas categorias pré-definidas: (i) a facilidade
em programar; (ii) a dificuldade em programar. Para a selecção dos casos utilizou-se
as técnicas de observação e análise de documentos.
A recolha de dados desenrolou-se ao longo de dois períodos, utilizando a
técnicas dos relatórios verbais ("thinking-aloud protocol"), análise de documentos
e questionários.
Numa amostra de 11 alunos foram propostos quatro problemas de
algoritmia, sendo a sua resolução escrita e verbalizada em voz alta, de modo a ser
audiogravada e depois transcrita. No final das resoluções dos quatro problemas os
alunos responderam a um questionário sobre as dificuldades sentidas.
Este estudo foi organizado em duas partes:
A primeira, reservada à fundamentação teórica, Incluiu os conceitos
fundamentais de programação e os fundamentos teóricos da aprendizagem das
linguagens de programação. A segunda parte refere-se à recolha, análise e
interpretação de dados empíricos e, ainda, as conclusões.
The main aim of this research, based on professional experience and literature review, was defined as: to know and understand the main difficulties revealed by secondary education students, in what concerns the learning of programming. Three essential levels of questions were defined: (i) the difficulties revealed by the pupils, (ii) interpersonal differences in the process of programming, (iii) infer strategies that enable some of the processes of programming. A qualitative methodology using the case study strategy was adopted. Thus, we selected two classes of information technologies from a secondary school: one of the 10th year in the first level of the subject "Techniques and languages of Programming" and another of the 11th year, the second level of the subject. This seemed a real pedagogical scenery and adequate to the intended gathering of data. Within these classes student-cases were selected according to two pre-determined categories: (I) easiness in programming; (ii) difficulty in programming. The techniques of observation and documental analysis were used for selecting the cases for study. The gathering of data proceeded during two school terms, using the techniques of thinking-aloud protocols and analysis of documents and questionnaires. A sample of 11 students was asked to solve four algorithmic problems. The problem solving process was registered through writing and audio taping the process of thinking aloud the solution, which were in turn transcribed. After solving the four problems the students were asked to complete a questionnaire referring to the difficulties they felt during the process. This study is organised into two parts: The first pertains to the theoretical review of the concepts of programming and learning. The second refers to the gathering, analysis and interpretation of the data, and to the conclusions.
The main aim of this research, based on professional experience and literature review, was defined as: to know and understand the main difficulties revealed by secondary education students, in what concerns the learning of programming. Three essential levels of questions were defined: (i) the difficulties revealed by the pupils, (ii) interpersonal differences in the process of programming, (iii) infer strategies that enable some of the processes of programming. A qualitative methodology using the case study strategy was adopted. Thus, we selected two classes of information technologies from a secondary school: one of the 10th year in the first level of the subject "Techniques and languages of Programming" and another of the 11th year, the second level of the subject. This seemed a real pedagogical scenery and adequate to the intended gathering of data. Within these classes student-cases were selected according to two pre-determined categories: (I) easiness in programming; (ii) difficulty in programming. The techniques of observation and documental analysis were used for selecting the cases for study. The gathering of data proceeded during two school terms, using the techniques of thinking-aloud protocols and analysis of documents and questionnaires. A sample of 11 students was asked to solve four algorithmic problems. The problem solving process was registered through writing and audio taping the process of thinking aloud the solution, which were in turn transcribed. After solving the four problems the students were asked to complete a questionnaire referring to the difficulties they felt during the process. This study is organised into two parts: The first pertains to the theoretical review of the concepts of programming and learning. The second refers to the gathering, analysis and interpretation of the data, and to the conclusions.
Descrição
Tese de mestrado em Ciências da Educação (Área de Tecnologias em Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Linguagens de programação Resolução de problemas Aprendizagem Metacognição