Navegando por Assunto "Algorithms"

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Acesso aberto (Open Access)
Um framework gamificado para a disciplina algoritmos ou equivalente
(Universidade Federal do Pará, 2019-05-07) QUARESMA, José Augusto de Sena; OLIVEIRA, Sandro Ronaldo Bezerra; http://lattes.cnpq.br/2080791630485427; https://orcid.org/0000-0002-8929-5145; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
A framework gamified is our product proposal for the teaching and learning process of the Algorithms or equivalent discipline. The curricular component in question is fundamental for the courses in the area of information technology, since it bases the student and professional future on the knowledge of software development. However, we observed a high level of student disapproval and avoidance in this discipline, through consultations in the literature and at the Faculty of Computer Science of the Federal University of Pará (UFPA). From this context, the study proposes the following question-focus: How to use a strategy to get the process of teaching and learning of studied content Algorithms or systems of information undergraduation? Anchored in the question-focus has as general objective the conception of a framework gamified for the discipline Algorithms or equivalent. As a way to reach the objectives outlined, a mixed research methodology was defined, covering systematic review of the literature; survey; participant observation; peer review; and validation by means of the comparison of the acquired grades in the gamified processes and the traditionally adopted in the discipline. The data from the research allowed to contemplate the literature on the subject, the perception of the Brazilian panorama about the discipline, the teacher and student view and the observation of the teacher, student, monitor and content interaction in the UFPA reality. Through the results achieved, the product of this master's thesis with the homogeneous data structure contents was designed, designed and tested, pointing to the reality of application as the most difficult to learn by the students and teaching by the teachers. Therefore, through the experiment, corroborated by the Systematic Review of Literature, when comparing the gamified approach, to what has been used in the Algorithms of the courses of the Faculty of Computation of UFPA, we identified: (i) greater participation of students in the classroom; (ii) greater collaboration among students during the resolution of the challenges; (iii) greater engagement in resolving the lists of exercises; (iv) improvement in students' performance regarding the assessment grade; (v) use of dynamic and playful classroom practices; (vi) timely feedback on students' progress in the discipline; (vii) acceptance of the approach by students; (viii) the need to discuss the limits of gamification in the face of the occurrence of students with disabilities or of introverted temperament. With these results, we evaluated how timely and important it is to spread the teaching and learning process of the Algorithms or equivalent discipline, to help minimize the failure and avoidance rates in the discipline.
Acesso aberto (Open Access)
Metodologia 7Cs: uma proposta de ensino e aprendizagem para disciplinas introdutórias à programação
(Universidade Federal do Pará, 2020-05-08) LIMA, Árllon Chaves; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; DINIZ, Marcos Monteiro
This thesis presents the conception of a teaching and learning methodology for introductory subjects to programming, entitled 7Cs Methodology, composed of seven dimensions (Understanding, Conceiving, Completing, Compatibilizing, Correcting, Building and Creating) and which aims to facilitate the learning process of the basic contents of algorithms, in order to minimize difficulties of undergraduate students of courses that include introductory subjects to programming, subjects that are often held responsible for high retention and dropout rates in undergraduate courses in the area of Technology and Information. The conception of such a methodology was based on the principles of Ausubel's Meaningful Learning Theory (2000) and was initially inspired by Campos' work (2010). Participant observations were held in two different undergraduate courses at the Federal University of Pará (UFPA) and a pilot test in the Algorithm Leveling Program (PNA – Portuguese acronym) at the same university. Then, from the observations and data obtained, the methodology was applied in the subject Algorithms, from the Bachelor's Degree in Computer Science, also at UFPA. It was verified the possibility of using the methodology in a flexible way, with feasibility, both in leveling courses and in the subject of Algorithms at the undergraduate level. Observed elements indicated the potential of the 7Cs Methodology to assist in reducing difficulties in understanding the basic concepts and in the development of skills associated with algorithm subjects, with the verification, throughout the applications, of more active involvement of students and the development of specific skills related to the construction of algorithms. Finally, a Guidance Material was prepared, with a brief description of the 7Cs Methodology and examples of possible ways of its application, to illustrate its principles and assist teachers interested in using it.