Intervención de tres estrategias educativas para cursos de programación en educación superior

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Education in the Knowledge Society Pub Date : 2017-12-21 DOI:10.14201/EKS20171842134
Arturo Rojas López
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引用次数: 5

Abstract

The main objective of present work is to show the results of interventions carried out in front of a group of three educational strategies that allowed having better percentages of accreditation and qualification, as well as decrease of dropout compared to those obtained in the last 8 years in initial courses of programming at the Technological University of Puebla. The first intervention involved evaluation of computational thinking through skills of generalization, decomposition, abstraction, evaluation and algorithmic design, this evaluation was the first strategy that allowed offering students 10 learning scenarios for Programming Methodology course. In the second intervention, 4 elements were manipulated to offer study options in Programming course, which were content, work modes, rhythms and time and evaluation; it was the second strategy with intention of creating personalized education. In both interventions, use of Moodle platform allowed exposing learning content and having an extra tool for students; the third strategy was consequently the use of b-learning. The main result obtained through voluntary surveys carried out by students, was the generation of a learning experience that contributed to motivation of student in line with academic goals of the aforementioned courses, so it can be concluded that combination of the strategies carried out in the two interventions improved accreditation rates and decreased percentage of dropouts, although there is still work to be done to improve average rating.
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高等教育编程课程的三种教育策略的干预
本工作的主要目标是展示在三种教育策略面前进行的干预措施的结果,与过去8年在普埃布拉科技大学编程初级课程中获得的成绩相比,这些策略使学生获得了更好的认证和资格,并减少了辍学率。第一个干预措施涉及通过概括、分解、抽象、评估和算法设计技能评估计算思维,该评估是第一个允许为学生提供10个编程方法学课程学习场景的策略。在第二次干预中,对编程课程的内容、工作模式、节奏、时间和评价4个要素进行了操作,以提供学习选择;这是旨在创造个性化教育的第二种策略。在这两种干预措施中,使用Moodle平台可以暴露学习内容,并为学生提供额外的工具;因此,第三种策略是使用b-learning。通过学生自愿调查获得的主要结果是,根据上述课程的学术目标,产生了有助于激励学生的学习体验,因此可以得出结论,两种干预措施中实施的策略相结合,提高了认证率,降低了辍学率,尽管仍有工作要做以提高平均评级。
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来源期刊
Education in the Knowledge Society
Education in the Knowledge Society EDUCATION & EDUCATIONAL RESEARCH-
自引率
10.30%
发文量
27
审稿时长
4 weeks
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