Requisitos em ação: uma arquitetura pedagógica para o ensino de engenharia de requisitos

• Ano de defesa: 2023
• Autor(a) principal: Santana, Thalia Santos de
• Orientador(a): Bulcão Neto, Renato de Freitas
• Banca de defesa: Bulcão Neto, Renato de Freitas, Santos, Davi Viana dos, Ferreira, Deller James
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ciência da Computação (INF)
• Departamento: Instituto de Informática - INF (RMG)
• País: Brasil
• Palavras-chave em Português: Arquiteturas pedagógicas; Educação em engenharia de requisitos; Especificação; Validação
• Palavras-chave em Inglês: Pedagogical architectures; Requirements engineering education; Specification; Validation
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO::TEORIA DA COMPUTACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12945

Requirements Engineering Education (REE) is a knowledge area that raises discussions regarding the teaching of Requirements Engineering (RE) topics, aiming to provide quality training for future requirements analysts. [Problem] Despite this concern, the literature describes that the teaching of RE in undergraduate courses often lacks synergy with market demands, which is corroborated by the lack of pedagogical frameworks that permeate the REE on what and how to teach such content, causing training failures understood in academia and industry. [Objective] Thus, this work aimed to collaborate with the teaching-learning of requirements through the design of a pedagogical architecture (PA) focused on teaching specification and validation activities, in order to favor the development of hard and soft skills. [Methods] The PA was developed contemplating lesson plans, teaching materials and practical activities, and was subsequently instantiated in four editions of ER courses with undergraduate Computing students. [Results] The results of the quantitative and qualitative evaluations indicate that the techniques of user stories and acceptance test scenarios have their learning potential enhanced, being perceived by students as useful in professional practice. In addition, the teachers mention that the PA collaborates with the EER ensuring greater student participation, also highlighting the collaboration of the class scripts for a correct execution of the proposed practices. [Conclusions] Therefore, the present AP contributes to ER education by demonstrating a pedagogical framework that can promote alignment between software requirements knowledge and the hard and soft skills desired in industry.