Autorregulação e corregulação das aprendizagens no ensino superior: estratégias adotadas por alunos de programação de computadores
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2017-05-23
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Com o objetivo de ajudar os alunos a superarem as suas dificuldades de aprendizagem na transição do nível inicial para o nível avançado de competências em programação de computadores, de preparar os alunos para a realidade laboral real e no desenvolvimento de um conjunto adequado de estratégias de autorregulação e de corregulação da aprendizagem, foi adotada uma abordagem de ensino: a abordagem SimProgramming. Este projeto de investigação é principalmente de natureza qualitativa, em que se adotou o método de estudo de casos, sendo três os casos estudados, que estão relacionados com a aplicação da abordagem SimProgramming. A abordagem SimProgramming foi concebida e implementada na Universidade de Trás-os-Montes e Alto Douro, em duas UC (Metodologias de Programação 3 e Metodologias de Programação 4) do segundo e terceiro anos dos cursos de licenciatura em Engenharia Informática e Tecnologias de Informação e Comunicação. A abordagem SimProgramming é baseada em quatro fundamentos conceptuais: 1) ambiente de aprendizagem de simulação empresarial (“business-like”); 2) autorregulação das aprendizagens; 3) corregulação das aprendizagens; e 4) avaliação formativa. Os alunos desenvolvem uma atividade baseada na aprendizagem baseada em problemas (PBL) ao longo de quatro fases, com um conjunto específico de tarefas específicas com base nesses quatro fundamentos conceptuais. Foram feitas algumas alterações de desenho de aprendizagem em tarefas específicas, que resultaram de sugestões de melhoria por parte dos alunos, objetivos de aprendizagem delineados pelos professores e observações anteriores da investigadora durante a aplicação da abordagem. Foram realizadas entrevistas semiestruturadas com os alunos (n = 38) no final da atividade, com o intuito de identificar as estratégias de autorregulação adotadas pelos alunos durante a atividade de aprendizagem e para se prepararem para os testes escritos, identificar as estratégias de corregulação das aprendizagens adotadas pelos alunos na atividade, e verificar e compreender as perceções dos alunos sobre a avaliação formativa e sobre a abordagem SimProgramming. Também foi realizada a análise temática aos formulários semanais individuais e aos formulários quinzenais em equipa (Caso 1; Caso 2), e às reuniões quinzenais (Caso 3) para identificar as estratégias dos alunos para autorregulação ou corregulação da aprendizagem durante
a atividade. Assim como também se procedeu à análise da autoavaliação e heteroavaliação que os alunos realizaram. Foram analisadas as grelhas de registo sobre a dinâmica de trabalho em equipa e sobre a avaliação final do trabalho, obtidas pela observação participante e pelas notas de campo. A abordagem SimProgramming apresenta-se como uma abordagem promissora para a aprendizagem do aluno e no desenvolvimento de competências de programação e interpessoais, de acordo com as perceções dos alunos. Os resultados apresentados suportam a noção de que a abordagem SimProgramming ajuda a melhorar as estratégias de autorregulação e de corregulação de aprendizagem dos alunos. Os fatores que influenciam a motivação mais frequentemente identificados pelos alunos foram o impacto da avaliação na nota final, a vontade de conclusão do curso, a aprendizagem, o desenvolvimento de competências e o trabalho em equipa. De acordo com as perceções dos alunos, a avaliação formativa tem influência no desempenho de aprendizagem, e os alunos têm várias maneiras de se avaliarem e de hetero-avaliar os seus colegas. Recomenda-se a adoção da abordagem SimProgramming em outros contextos educativos como forma de melhorar as práticas de ensino, incluindo técnicas para ajudar os alunos na sua aprendizagem. As alterações efetuadas a algumas tarefas específicas foram adequadas para atingir os objetivos de aprendizagem. Igualmente, recomenda-se o desenvolvimento de práticas educativas que ajudem os alunos a refletirem e a consciencializarem-se sobre o seu trabalho, a transformarem a informação, a adotarem estratégias de concentração, a autoavaliarem-se e a refletirem sobre as suas dificuldades específicas.
With the goal of helping students overcome their learning difficulties in the transition from entry-level to advanced computer programming, prepare them for real-world work environments, and develop an appropriate set of learning strategies, the SimProgramming teaching approach has been adopted. This research project is mostly qualitative in nature, based on the case study method, where the three studied cases match the chronological implementation of the SimProgramming approach. This approach was developed and implemented at the University of Trás-os-Montes e Alto Douro, in two courses (programming methods 3 and 4) of the second and third curricular years of the bachelor programmes in Informatics Engineering and Information & Communication Technologies. The SimProgramming approach is based on four conceptual foundations: 1) business-like learning environment, 2) self-regulated learning, 3) co-regulated learning, and 4) formative assessment. Students develop an assignment based on problem-based learning (PBL) which progresses along four phases, with a specific set of tasks based on those four conceptual foundations. Some design changes were made to specifics tasks, resulting from improvement suggestions made by students, from the learning goals of teachers, and from previous observations of the researcher during the implementation of the approach. Semi-structured interviews were conducted with students (n=38) at the end of the assignments, trying to identify students’ strategies for self-regulation of learning in the assignment and to prepare for the test, strategies for co-regulation of learning in the assignment, and to check and understand students’ perceptions about the formative assessment and the SimProgramming approach. There was also thematic analysis of the weekly and fortnightly forms (Cycle 1; Cycle 2), and of the fortnightly meetings (Cycle 3) to identify students’ strategies for self-regulation of learning or co-regulation of learning during the assignment. There was also analysis of self-assessment and heteroassessment performed by students. Data grids on team work dynamics and final assessment of the assignment were also analyzed. These data were collected through participation observation and field notes. The SimProgramming approach shows promise for student learning and development of programming and interpersonal skills, based on the perceptions of students. The results support the notion that the SimProgramming approach helps improve students’ self-regulated learning strategies and co-regulated learning strategies. The factors most often identified by students as influencing the motivation were the impact of the assessment on the final course grade, the will to complete the programme of studies, learning, skill development, and teamwork. According to the perceptions of students, the formative assessment has influenced the learning performance, and students have several ways of assessing their own work and the work of their colleagues. The use of the SimProgramming approach is recommended for other educational contexts, to improve educational practices and include techniques to help students in their learning. The changes to the educational approach were appropriate to support the learning goals. It is also recommended the development of educational practices to help students conduct self-reflection and awareness of their performance, transform information, adopt concentration strategies, perform self-assessment, and reflect upon their specific difficulties.
With the goal of helping students overcome their learning difficulties in the transition from entry-level to advanced computer programming, prepare them for real-world work environments, and develop an appropriate set of learning strategies, the SimProgramming teaching approach has been adopted. This research project is mostly qualitative in nature, based on the case study method, where the three studied cases match the chronological implementation of the SimProgramming approach. This approach was developed and implemented at the University of Trás-os-Montes e Alto Douro, in two courses (programming methods 3 and 4) of the second and third curricular years of the bachelor programmes in Informatics Engineering and Information & Communication Technologies. The SimProgramming approach is based on four conceptual foundations: 1) business-like learning environment, 2) self-regulated learning, 3) co-regulated learning, and 4) formative assessment. Students develop an assignment based on problem-based learning (PBL) which progresses along four phases, with a specific set of tasks based on those four conceptual foundations. Some design changes were made to specifics tasks, resulting from improvement suggestions made by students, from the learning goals of teachers, and from previous observations of the researcher during the implementation of the approach. Semi-structured interviews were conducted with students (n=38) at the end of the assignments, trying to identify students’ strategies for self-regulation of learning in the assignment and to prepare for the test, strategies for co-regulation of learning in the assignment, and to check and understand students’ perceptions about the formative assessment and the SimProgramming approach. There was also thematic analysis of the weekly and fortnightly forms (Cycle 1; Cycle 2), and of the fortnightly meetings (Cycle 3) to identify students’ strategies for self-regulation of learning or co-regulation of learning during the assignment. There was also analysis of self-assessment and heteroassessment performed by students. Data grids on team work dynamics and final assessment of the assignment were also analyzed. These data were collected through participation observation and field notes. The SimProgramming approach shows promise for student learning and development of programming and interpersonal skills, based on the perceptions of students. The results support the notion that the SimProgramming approach helps improve students’ self-regulated learning strategies and co-regulated learning strategies. The factors most often identified by students as influencing the motivation were the impact of the assessment on the final course grade, the will to complete the programme of studies, learning, skill development, and teamwork. According to the perceptions of students, the formative assessment has influenced the learning performance, and students have several ways of assessing their own work and the work of their colleagues. The use of the SimProgramming approach is recommended for other educational contexts, to improve educational practices and include techniques to help students in their learning. The changes to the educational approach were appropriate to support the learning goals. It is also recommended the development of educational practices to help students conduct self-reflection and awareness of their performance, transform information, adopt concentration strategies, perform self-assessment, and reflect upon their specific difficulties.
Descrição
Tese de Doutoramento em Didática de Ciências e Tecnologias, Especialização em Didática de Informática
Palavras-chave
Aprendizagem , Avaliação formativa , Ensino , Ciências da computação , Abordagem SimProgramming