Análise da percepção dos alunos em relação ao uso de programação computacional nas disciplinas do curso de engenharia química UFC

Abstract

The use of activities involving programming as an auxiliary tool in the teaching methodology is a practice adopted in some disciplines of the Chemical Engineering course at the Federal University of Ceará (UFC). According to Bazzo (2015), cited by cite bazzo, the engineer of the future is expected to be a versatile professional, having the idea that a diploma is less and less associated with professional performance and more as a way of entry into the professional market. Therefore, in view of the increased competitiveness in the market for engineers coupled with the increased demand for increasingly plurivalent engineers, who have knowledge of problem solving methods in a computational way, the interest arose to understand the acceptance and utilization of activities that involve the use of programming language by students and alumni of chemical engineering at UFC. Understanding how students learn from this type of activity involving programming and also how they see a way to make it more attractive and enjoyable, even when conducted remotely, contributes to understanding their expectations and, in this way, improve the way they are applied. Therefore, this work aims to analyze the effectiveness of using activities using programming logic in the training of professionals, in addition to suggesting points for improvement in the use of these practices. For this, a research was developed that is considered descriptive with qualitative and quantitative aspects, and an instrument for data collection is a form. The form was intended for the 309 students enrolled in the 2020.2 semester, 72 of which returned 72 responses. In view of the results obtained, it can be concluded that there is a positive relationship and an improvement on the part of the students with the use of these activities. The main suggestions for improvements were: greater use of activities in the laboratory and more classes with practical exercise in order to reduce the deficit between what is given in the classroom and what is charged in work.