Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
SOUSA, Jovennilton Soares de
 |
| Orientador(a): |
SOARES NETO, Carlos de Salles
|
| Banca de defesa: |
SOARES NETO, Carlos de Sales
,
BORCHARTT, Tiago Bonini
,
BARRÉRE, Eduardo
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM CIÊNCIA DA COMPUTAÇÃO/CCET
|
| Departamento: |
DEPARTAMENTO DE INFORMÁTICA/CCET
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/5027
|
Resumo: |
This study investigates the integration of the Coding Dojo methodology, in the Randori format, into a platform for teaching and learning algorithms. The question to be addressed is how to reduce learning difficulties in algorithm-related disciplines and, consequently, decrease student demotivation. For this purpose, an exploratory and descriptive research was conducted, as well as an investigation with teachers through a questionnaire, aiming to understand their experiences and difficulties in adopting active methodologies. In accordance with the collected data, an algorithm teaching and learning platform was adapted to incorporate the active methodology of Coding Dojo Randori. Subsequently, this proposal was tested in a pilot session and later implemented in remote sessions with students. At the end of each session, student receptivity was assessed through an evaluation questionnaire and observations during the sessions. The results obtained support the hypothesis that the use of active methodologies, such as Coding Dojo, when integrated into teaching platforms, can act as a facilitator and potentially enhance motivation and learning in algorithms. |
