Learning programming from evaluation, connectivism and Brain-Based Learning
DOI:
https://doi.org/10.18041/1794-4953/avances.2.9157Keywords:
Assessment, Computing, Connectivism, Learning, ProgrammingAbstract
This article presents results, analysis and discussion derived from research made in a Computer Programming course in Systems and Computer Engineering whose objective was to establish comparative criteria that would capitalize the advantages of Connectivism with windows of time, as a learning instrument, in front of traditional methodology of evaluation by individual written exams. We proceeded to work forming two subgroups so that each one responds to a different methodology of evaluation to then compare them quantitatively and qualitatively. The results show great favorability towards the evaluation methodology supported in Conectivismo. It is concluded that, in a controlled environment, taking advantage of the options provided by the Connectivism, it is possible to achieve the motivation required for a more effective, more lasting learning and more tuned to the natural language of today's young people: technology.
Downloads
References
Bruner, J. (2009). Actos de Significado. Madrid - España: Alianza Editorial.
Bruner, J. (2006). Hacia una teoría de la instrucción. México: Editorial Limusa.
Diaz Barriga, F., & Hernández Rojas, G. (2002). Estrategias docentes para un aprendizaje significativo. México: McGraw Hill.
Trejos Buriticá, O. (2012). Significado y Competencias. Pereira (Risaralda) - Colombia: Editorial Papiro.
Ausubel, D. (2012). The Acquisition and Retention of Knowledge. Washington - USA: Springer.
Woolfolk, A. (1999). Psicología Educativa. México: Prentice Hall.
Serrano Cámara, L., Paredes Velasco, M., & et al. (2014). An evaluation of student’s motivation in computer supported collaborative learning of programming concepts. Computers in Human Behavior (31), 499 - 508.
Prince, M. (Julio de 2004). Does Active Learning work? Journal of Engineering Education, 93(3), 223-231.
Herrmann, W. (2019). The whole brain business book. New York: McGraw Hill.
Ballester Valori, A. (2011). Meaningful Learning in practice. Islas Canarias: Universitat de les Illes Ballears.
Davis, A. (20014). The credentials of brain-based learning. Journal of Philosophy of Education, 38(1), 21.
Jensen, E. (1994). The learning brain. NY: Brain Store Inc.
Smidt, H., Thornton, M., & Kaveh, A. (2019). The future of social learning: a novel approach to connectivism. Proceedings of the 50th Hawaii International Conference on System Sciences, 2116 - 2125.
Johannsson, J., & Elgh, F. (2019). Applying Connectivism to Engineering Knowledge to Support the Automated Business. In: 24th ISPE International Conference on Transdisciplinary Engineering (TE2019), 621 - 628.
Trejos Buriticá, O. (2019). Lógica de Programación. Bogotá: Ediciones de la U.
Harlterman, R. (2011). Learning to program with Python. Washington, USA: Richard Halterman Edit.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Avances: Investigación en Ingeniería
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
