Implementação de metodologias ativas como estratégia de ensino em disciplinas de programação para alunos ingressantes

• Ano de defesa: 2025
• Autor(a) principal: Cakoyi, Laurindo Augusto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Ponta Grossa; Brasil; Programa de Pós-Graduação em Ciência da Computação; UTFPR
• Palavras-chave em Português: Aprendizagem ativa; Programação (Computadores) - Estudo e ensino; Calouros; Active learning; Computer programming - Study and teaching; College freshmen; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO; Engenharia/Tecnologia/Gestão
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/38596

This dissertation evaluates the effectiveness of active methodologies in teaching programming, highlighting the growing need for professionals in the area of Information Technology. The general objective is to analyze in a practical way how active methodologies, such as ProblemBased Learning (PBL), Team-Based Learning (TBL), flipped classroom and gamification, can influence student performance and engagement in teaching programming. Strategies from the e-book by Pluskota (2023) were validated and adapted, and applied in the Algorithms discipline of the Bachelor's Degree in Computer Science. In total, four learning strategies were implemented throughout the semester, covering concepts such as simple and compound decision structure, modularization, vectors and matrices. A group of 39 students participated in the activities, which were analyzed through a mixed approach, combining quantitative and qualitative techniques. The results showed that active methodologies increase student motivation and engagement, with 78% reporting greater engagement and the pass rate rising from 54% to 87.2%. In addition, content retention increased from 50% to 80%. Challenges identified included difficulties in integrating technologies and the need for greater structure in some sessions. The conclusion points to the effectiveness of active methodologies in promoting deeper and more engaged learning, cultivating autonomy and responsibility over one's own learning.