Um modelo de ambiente de aprendizagem social para a aprendizagem de programação baseado no conceito de planos de programação e esquemas de concepção de programas

Abstract

This work developed a model of educational support for learning programming concepts. This model was subsidized by the implementation of a computational teaching environment that provides a set of design schemes for the formation of mental models of programming through visual programming. In this way, the notion of scaffolding, as conceived by Vygotsky, was strongly used in order to promote the learning of the initial concepts of programming from social interactions. A computational environment of social learning was constructed and the set of proposed conception schemes was incorporated to this environment, with the purpose of verifying if the use of such tools can improve the metacognition of the student in relation to programming learning. Then, an experiment was conducted with 37 students over two months, and the analysis of the data points out that the use of the model suggested in this work favors the understanding of the concepts Programming initials. Moreover, the interaction with knowledge through these scaffolding tools has increased not only individual student participation but also collaboration among them. These aspects indicate the value of the activities proposed in this study, in order to encourage the greater engagement of students in introductory programming disciplines.