University Classroom Experiences in Introduction to Programming

Abstract

Programming and algorithms are transversal to many subjects in engineering careers, particularly in those in computing, informatics and systems. There are various reasons why its techniques are not satisfactorily acquired by students. Some depend on the prior knowledge, motivation or creativity of the student, and others are attributed to teaching practice or the level of abstraction required by the discipline. The combination of these causes increases the difficulties and produces a great loss of students in the courses of the first years. The manifest complexity of teaching programming is constantly addressed through different techniques. In this work this practice is analyzed, and these techniques are observed. Methodologically, participant observation with control tests was chosen. The population consisted of various groups that were subjected to different controlled contexts to determine their behavior and level of evolution. Good and bad practices were evident both at the level of the teacher and the students. The conclusion allowed to corroborate some assumptions prior to the study, showing that the greatest achievement was obtained when the teacher occupied the role of mentor over the one who only had the purpose of transmitting decontextualized and depersonalized knowledge. The greatest benefit was observed when the teacher became an advisor to the individual process of each student. This generated continuous feedback from the participants each on their role. In addition, it was possible to determine the importance of motivation, particularly in the learning process, so complementary mechanisms were shared with the classroom to develop this motivation, such as "Hackathons" or programming marathons.