Análise da prática docente no processo de ensino de programação orientada a objeto mediado por meio de rede social educativa

Authors

  • Elias Vidal Bezerra Junior IFTO
  • Gomes Alex Sandro UFPE
  • Flavia Veloso Costa Souza UFPB

Keywords:

Object‐oriented programming. Collaborative learning. Educational social network.

Abstract

This dissertation aims at analyzing the effectiveness of teaching Object Oriented Programming (OOP) mediated by social educational platform to propose improvements of styles of interaction and collaboration aiming to improve the perception of the user experience on these activities. The method corresponds to the stages of progress involving the exploratory phase, the delimi‐ tation of the study, preparation activities, systematic analysis and reporting. Purposive sampling will be students of the discipline of Object Oriented Pro‐ gramming Course attendance Degree in Computing. The results of the study show that the combination of collaborative tool for teaching object‐oriented programming is presented as a new teaching methodology for the teacher to reflect their teaching practice, from the content to the transmitter mediating the process of obtaining knowledge . These results allowed to propose new functional requirements that will improve the Educational Social Network ‐ RE‐ DU, to promote a more collaborative education through the mediation of teachers and students in carrying out their teaching activities.

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Author Biographies

Elias Vidal Bezerra Junior, IFTO

Doutorando em Educação Matemática - Universidade Anhanguera de São Paulo

Mestre em Ciência da Computação - Centro de Informática - UFPE

Gomes Alex Sandro, UFPE

Professor CIN/UFPE

References

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Published

2014-11-06

How to Cite

Junior, E. V. B., Sandro, G. A., & Souza, F. V. C. (2014). Análise da prática docente no processo de ensino de programação orientada a objeto mediado por meio de rede social educativa. EaD & Tecnologias Digitais Na Educação, 2(3), 111–115. Retrieved from https://ojs.ufgd.edu.br/ead/article/view/3414

Issue

Vol. 2 No. 3 (2014)

Section

Teses e dissertações

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