Abstract
An Assessment of the Teaching-Learning Methodologies Used in the Introductory Programming Courses at a Brazilian University
Highlights
New software engineers and casual developers are needed in many different areas
The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of programming language for undergraduate students in Computer Science and related areas, generating high failure and drop out rates
The results show that it is necessary to seek new teaching-learning proposals to introduce the concepts of programming language for the students of Engineering (Automotive, Aerospace, Energy, Electronic, Electrical, Mechanical, Communication Network, and Mechatronics) and Computing courses, seeking to reduce the number of failures and dropouts
Summary
New software engineers and casual developers are needed in many different areas. students face many difficulties while learning the logic of computer programming, frequently failing in university courses. The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of programming language for undergraduate students in Computer Science and related areas, generating high failure and drop out rates. The results show that it is necessary to seek new teaching-learning proposals to introduce the concepts of programming language for the students of Engineering (Automotive, Aerospace, Energy, Electronic, Electrical, Mechanical, Communication Network, and Mechatronics) and Computing courses, seeking to reduce the number of failures and dropouts. This paper presents an analysis of the results obtained in the Introduction to Computer Science (ICC), Basic Computing (CB) and Algorithms and Computer Programming (APC) subjects, taught for these courses at University of Brasilia (UnB), between 2008.2 and 2017.1.
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