A Contextualized Spiral Approach for Teaching Programming in IT Vocational Secondary Education

Luis Gustavo de Jesus Araujo, Roberto Almeida Bittencourt, Davi Mosés Santos


INTRODUCTION: Brazilian vocational high school education in Computing faces problems such as course failure and dropout, plus dropout from the programs, factors that directly contribute to the deficit of such professionals. OBJECTIVE:  This paper reports an experience of a contextualized and spiral approach carried out with students of the technical program in Informatics. METHOD: The approach aims to facilitate learning and motivate students through the tools JES and PPlay, and the Python language. RESULTS: Learned lessons suggest the adequacy of Python as first language, and of contextualized activities, context reuse and challenges as factors contributing to motivation and learning. CONCLUSION: The use of contexts, languages and environments in sequential and spiral blocks fosters a more active posture of students regarding learning activities.


Contextualized learning; Computational thinking; Programming; Spiral learning

DOI: http://dx.doi.org/10.14210/jcthink.v2.n1.p81


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