Uma proposta de meta sequência didática para o ensino de computação: com o uso de metodologias ativas

Abstract

Education has been going through a process of transformation since the adoption of Digital Information and Communication Technologies (DICT) in classes. The use of active methodologies is intrinsically related to educational technologies. However, there is a huge debate against the use of technologies in education. It is worth mentioning that there is a lack of work by computer researchers who study the positive and negative impacts of educational technologies on students' academic performance. Therefore, it is necessary to use learner experience assessment methods to understand the impacts of DICTs on student learning. Furthermore, a concept derived from User Experience (UX) is Learner eXperience (LX), which analyzes the Learner's Experience with educational technologies. The objective of using UX and LX is precisely because UX is an evaluation of a more general user experience, while LX evaluates students' experience with educational technologies. Therefore, it is necessary to understand whether DICTs and active methodologies produce more meaningful learning and help with student retention and motivation. This work aims to propose a meta didactic sequence based on active methodologies, testing a meta didactic sequence and evaluating the learner's experience through the structured questionnaire LEEM (Learner Experience Evaluation Model). The work methodology has three stages: planning, application and analysis of research data. It was concluded with this work that ICTs can collaborate effectively in the teaching of computing. However, the professor needs to have prior knowledge about the application of active methodologies in the classroom and use ICTs with a purpose.