Teaching and learning didactic strategy for software programmers
Abstract
Introduction. The didactic strategies used for teaching and learning software programming are complex because information must be acquired, coded and retrieved based on logical-mathematical thinking to design instructions that will be executed by a computer in order to solve problems of diverse nature. This justifies why these contents are in high demand in today's higher education, despite the fact that the degree indices are, on the contrary, very low. Objective. Propose and evaluate general and specific didactic strategies for teaching and learning software programming in order to create an alternative to reduce low-performance records and dropout in careers that include subjects from the above area. Method. Design quasiexperiemtal, quantitative analysis not parametric, longitudinal (four evaluations), with a sample of 78 students of the career of engineering in Computation, with random distribution in two experimental groups and two groups of control in scenarios of intelligent classrooms. Material. Software programs with C and C++ languages in educational platform, as well as the use of Autogradr and the Inventory of metacognitive strategies. Results. A Kruskal-Wallis test was used because we had a sample without normal distribution and with scale by hierarchies. The acceptance of the null hypothesis was observed in both tests: 1) H = 0.04, in superior academic performance in the experimental groups, the interdependence in knowledge is regular high 0.657, with difference of 1.7 in average performance, and 2) H = 0.24, in superior metacognitive strategies in the experimental groups, the interdependence in metacognitive strategies is low 0.342. The planning area is highlighted as an elementary phase for the solution of problems. Conclusions. It was demonstrated that the didactic strategy exposed in three specific blocks of teaching and learning elevated the academic performance and the metacognition of the students.
Downloads
References
Alammary, A., Carbone, A. and Sheard, J. (2012). Implementation of a Smart Lab for Teachers of Novice Programmers. ACE '12 Proceedings of the Fourteenth Australasian Computing Education, Conference 123, 121–130. Retrieved from dl.acm.org/citation.cfm?id=2483731.
Antona, M., Leonidis, A., Margetis, G., Korozi, M., Ntoa, S. and Stephanidis, C. (2011). A Student-Centric Intelligent Classroom. International Joint Conference on Ambient Intelligence, 248–252. Doi: 10.1007/978-3-642-25167-2_33.
Azoumana, K. (2013). Análisis de la deserción estudiantil en la Universidad Simón Bolívar, Facultad Ingeniería de Sistemas, con técnicas de minería de datos. Pensamiento Americano, 41-51.
Barrón, M., Zatarain, R. y Hernández, Y. (2014). Tutor inteligente con reconocimiento y manejo de emociones para Matemáticas. Revista Electrónica de Investigación Educativa, 16(3), 88-102. Recuperado de https://redie.uabc.mx/redie/article/view/954/966.
Bravo, J., Hervás, R. and Chavira, G. (2005). Ubiquitous Computing in the Classroom: An Approach through Identification Process. Journal of Universal Computer Science, 11(9), 1494-1504. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.96.5542&rep=rep1&type=pdf.
Bravo, J., Hervás, R., Sánchez, I. y Crespo, A. U. (2004). Servicios por identificación en el aula ubicua. VI Simposio Internacional de Informática Educativa (SIIE'04) (pp. 26-27). Cáceres, España.
Cairó, B. (2006). Fundamentos de programación. Piensa en C. Ciudad de México: Pearson Educación.
Castro, J. I., Hernández, D. C. y Vanegas, F. A. (2013). La deserción escolar en la carrera de ingeniería de Sistemas de la Universidad del Quindío (trabajo de pregrado). Universidad de Quindío, Facultad de Ingeniería.
Cook, D., Augusto, J. and Jakkula, V. (2009). Ambient intelligence: Technologies, applications, and opportunities. Pervasive and Mobile Computing, 5(4), 277-298. Doi:10.1016/j.pmcj.2009.04.001.
Dawson-Saunders, B. y Trapp, R. (2002). Bioestadística médica (3.ª ed.). México: El Manual Moderno.
Díaz, F. y Hernández, G. (2002). Estrategias docentes para un aprendizaje significativo. Una interpretación constructivista. México, D. F.: Mc Graw Hill.
Díaz-Barriga, Á. (2013). TIC en el trabajo del aula. Impacto en la planeación didáctica. Revista Iberoamericana de Educación Superior, 4(10), 3-21. Recuperado de http://ries.universia.net/index.php/ries/article/view/340.
González, E. y López, A. (en prensa). Aprendizaje metacognitivo de lenguaje, lógica y matemáticas en smart classroom. Revista Electrónica de Investigación.
González, E., López, A., Rojas, R. y Trujillo, V. (en prensa).Análisis metacognitivo de competencias adquiridas por tecnologías de la comunicación e información en universitarios. Revista Innovación Educativa.
Gutiérrez, F. (2005). Teorías del proceso cognitivo. Madrid, España: McGraw-Hill/Interamerican.
Joyanes, L. y Zahonero, I. (2005). Programación en C. Metodología, algoritmos y estructura de datos (2.a ed.). Madrid, España: MacGraw Hill Interamericana.
Kori, K., Pedaste, M., Altin, H., Tõnisson, E. y Palts, T. (2016). Factors That Influence Students’ Motivation to Start and to Continue Studying Information Technology in Estonia. IEEE Transactions on Education, 59(4), 255–262. Doi:10.1109/TE.2016.2528889.
Kori, K., Pedaste, M., Tõnisson, E., Palts, T., Altin, H., Rantsus R. y Rüütmann, T. (2015). First-year dropout in ICT studies. IEEE. Global Engineering Education Conference, EDUCON, 444-452. Doi: 10.1109/EDUCON.2015.7096008.
Lázaro, A. N., Callejas, Z., Griol, D. y Durán, M. (2017). La deserción estudiantil en educación superior: S. O. S. en carreras de ingeniería Informática. V CLABES. Recuperado de http://revistas.utp.ac.pa/index.php/clabes/article/view/1674.
Legorreta, B. (2015). Estrategias de aprendizaje. Fundamentos teóricos y metodológicos de la educación a distancia. Universidad Autónoma del Estado de Hidalgo. Recuperado de http://cvonline.uaeh.edu.mx/Cursos/BV/Docentes/pdf/Tema2_estrategias.pdf.
Lozano, A. (2004). El aula inteligente: ¿hacia un nuevo paradigma educativo? [Reseña del libro El aula inteligente: nuevas perspectivas]. Revista Electrónica de Investigación Educativa, 6(2). Recuperado de http://redie.uabc.mx/vol6no2/contenido-lozano.html.
Maheshwari, V. (2016). The concept of smart classroom. Retrieved from http://www.vkmaheshwari.com/WP/?p=2352.
Martínez, J. R. (2004). La concepción de aprendizaje, metacognición y cambio conceptual en estudiantes universitarios de psicología (tesis doctoral). Universidad Autónoma de Barcelona. Recuperado de www.tesisenred.net/bitstream/handle/10803/2632/Tesis_final.pdf.
O'Neil, H. F. and Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. The Journal of Educational Research, 89(4), 234-235. Retrieved from https://doi.org/10.1080/00220671.1996.9941208.
Pinto, S. y Martínez, S. (1994). La teoría de Jean Piaget y el aprendizaje de las ciencias. Monografía. Colección Cuadernos del CESU, UNAM. (30), 3-110. Recuperado de https://biblat.unam.mx/es/revista/cuadernos-del-cesu-unam/.
Roa, M. (2015). Cómo elaborar un portafolio de evidencias. Recuperado de http://www.itmina.edu.mx/subaca/Portafolio%20de%20evidencias.pdf.
Sánchez, C., Gómez, C. y Gaviria, A. (2016): La deserción estudiantil en el programa de ingeniería de Sistemas de la Universidad de la Amazonia (2012-i a 2015-i): una lectura institucional y antropológica del asunto. Investigación e Innovación en Ingenierías, 4(2), 72-118.
Sánchez, J. (2000). Nuevas tecnologías de la información y comunicación para la construcción del aprender. Santiago de Chile: LMA Servicios Gráficos.
Santana-Mancilla, P., Magaña, M., Rojas, J., Nieblas, J. and Salazar, A. (2013). Towards Smart Education: Ambient Intelligence in the Mexican Classrooms. Procedia. Social and Behavioral Sciences, (106), 3141–3148. Retrieved from https://doi.org/10.1016/J.SBSPRO.2013.12.363.
Sharma, H. (2016). Effectiveness of EDUCOMP smart classroom teaching on achievement in mathematics at elementary level. International. Journal of Applied Research, 3(6), 683–687. Retrieved from http://www.allresearchjournal.com/archives/2016/vol2issue6/PartK/2-6-124-334.pdf.
Soni, T. and Dalal, N. H. (2018). AutoGradr: Automatically grade programming assignments. Retrieved from https://autogradr.com.
Universia España (2017). Ingeniería es el área con mayor tasa de abandono escolar en España. Universia España. Recuperado de http://noticias.universia.es/ciencia-tecnologia/noticia/2017/06/27/1153624/ingenieria-area-mayor-tasa-abandono-escolar-espana.html.
Universidad Autónoma del Estado de México (UAEM) (2017). Agenda estadística 2017. México. Recuperado de http://planeacion.uaemex.mx/docs/AE/2017/AE_2017.pdf
Vallejos, J., Jaimes, C., Aguilar, E. y Merino, M. (2012). Validez, confiabilidad y baremación del inventario de estrategias metacognitivas en estudiantes universitarios. Revista Psicológica, 14(1), 9-20. Recuperado de http://sisbib.unmsm.edu.pe/BVRevistas/rev_psicologia_cv/v14_2012_1/pdf/a02v14n1.pdf.
Velazco, M. y Mosquera, F. (2015). Estrategias didácticas para el aprendizaje colaborativo. PAIEP. Recuperado de http://acreditacion.udistrital.edu.co/flexibilidad/estrategias_didacticas_aprendizaje_colaborativo.pdf
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
