Artigos

Abordagens de ensino de Computação estão visando um ensino mais dinâmico. O trabalho desenvolvido neste artigo tem como objetivo descrever o curso de Refatoração de Códigos ofertado pelo projeto LearningLab aos estudantes do Campus Russas da Universidade Federal do Ceará (UFC), o qual utilizou o ensino interativo de base teórica e prática. O curso CodeSmells para iniciantes foi realizado presencialmente com 20 estudantes dos cursos de Engenharia de Software e Ciência da Computação. Os resultados mostram, de acordo com a metodologia de ensino aplicada e a percepção dos estudantes, que a maioria gostou da atividade prática e que mais de 80% compreendem e seriam capazes de aplicar na prática os conceitos aprendidos. 1. Introdução O ensino de Engenharia de Software (ES) propõe o desenvolvimento de habilidades como trabalho em equipe, aplicação de técnicas para gestão de projetos de software e desenvolvimento de diferentes soluções para diferentes domínios (Souza et al., 2021). Anomalias que podem indicar problemas nos aspectos da qualidade do código do software são chamadas de code smells (Fowler, 2018). As ocorrências desses problemas podem dificultar a manutenção do software e levar à necessidade da refatoração de código (Fontana et al., 2012). O trabalho de Mendes et al., (2020) retrata que a Manutenção de Software foi uma das três disciplinas de maior dificuldade no aprendizado, dada a forma rápida e genérica com que os conteúdos foram transmitidos e explicados em sala de aula. Hartwig et al., (2019) identificam as metodologias ativas mais apropriadas para o ensino de computação e informática nos cursos de graduação. Além disso, afirmam que as mesmas estão

O ensino de Computação utilizando métodos mais interativos vem sendo cada vez mais frequente. O estudo realizado neste artigo tem como finalidade documentar a série de cursos ofertados pelo projeto LearningLab aos estudantes do Campus Russas da Universidade Federal do Ceará (UFC) com o objetivo de expandir conhecimento e capacitar alunos para o mercado de trabalho. Para tal propósito, levantou-se um conjunto de dados referentes a diferentes aspectos dos cursos a partir de formulários Google Forms, os quais foram analisados de forma quantitativa e qualitativa. Logo, a partir do feedback de 200 alunos foi possível evidenciar semelhanças e diferenças na realização de diferentes cursos, e a contribuição na formação acadêmica dos estudantes, o que trouxe um panorama geral de alta qualidade dos serviços prestados pelo projeto.

The market is increasingly diversified and offers opportunities for professionals in the technological field. This study presents the implementation of a course offered as part of the project LearningLab, based on the elicitation of requirements for college students at Federal University of Ceará from Russas Campus using real examples from software development companies. The development of the course took place in two main phases: during the implementation of distance learning and later during the implementation of the practical exercise. The Grounded Theory method was used to analyze the qualitative data using the Atlas.ti tool, and the quantitative data was also analyzed using the Intrinsic Motivation Inventory method - IMI. 100% of the students defined the methodology as easy to understand, indicating a great level of satisfaction, leading the students to participate in a new course offered by the college. The analysis of the data set allowed us to discuss new actions and effects obtained with the implementation of the experiment.

The use of agile methods in companies is becoming more common, such as the Scrum method. So, students reported the need to acquire practical knowledge of agile methods. Due to the COVID-19 pandemic, remote teaching has become the most practical and efficient way of imparting knowledge through courses and workshops. Based on the needs of the project's target audience, this study presents a proposal for teaching a practical approach using the Scrum method to college students. This paper presents the methodology used, describing the students' perceptions of the strategies, didactics, and the resources used. Also, we describe the real examples of hands-on activities and Kahoot, and the results of a questionnaire applied to collect feedback. The data obtained were analyzed qualitatively and quantitatively. According to the results the satisfaction level with the course was high, given the contribution of students to the practice of Scrum roles. Regarding the methodology, 100% of the students considered it easy and 85% were satisfied with the course, in general. In addition, most of the participants stated that they enjoyed the hands-on activities and felt quite competent after completing them. Moreover, students state that they enjoyed the course due to (a) the teaching methodology, (b) the use of real examples, and (c) the content approach. Thus, the relevance of good results obtained leads us to discussions about future actions.

Universities and extension projects had to redesign their teaching approaches and methods as a consequence to the replacement of face-to-face teaching by distance learning. The project LearningLab presents a proposal for a practical laboratory that offers courses to students in order to promote and expand their knowledge. This paper reports the findings of the application of the mentioned methodology on the course ‘Leadership in IT: A Practical Approach’. For this, examples of real situations from daily life in the labor market were used. The data obtained were analyzed qualitatively using the grounded theory method and quantitatively to identify positive and negative points related to the implementation of the course. The results show that the main positive points mentioned by the students were (a) the content covered in the course, (b) the teaching methodology, (c) examples of real situations, and (d) the didactics of the lecturers. 100% of the students pointed out that: (i) the teaching methodology was easy to learn, (ii) the content was easy to remember, (iii) the teaching was objective and clear, and (iv) questions were answered promptly. All the participants also did not find it tedious to submit the final project of the course. Therefore, the main contribution of this study can be noted on the student’s professional development of project LearningLab.