Algorithm-Aided Design with Python: Analysis of Technological Competence of Subjects

Difficulties in learning computer programming for novices is a subject of abundant scientific literature. These difficulties seem to be accentuated in students whose academic choice is not computation, like architecture students. However, they need to study programming, since it is part of the new a...

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Bibliographic Details
Published inEducation sciences Vol. 8; no. 4; pp. 200 - 211
Main Authors Pontes, Thiago Bessa, Miranda, Guilhermina Lobato, Celani, Gabriela Caffarena
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.12.2018
Subjects
Achievement Need
algorithm-aided design
Architecture
Cognition & reasoning
College Students
Computer programming
Computer Science Education
Computer Use
Computers
Curricula
Education
Foreign Countries
Instructional Design
Knowledge
Knowledge Level
Learning
Learning Processes
Multimedia
Pedagogy
Personal computers
Programming
python
Skill Development
Software
Student Attitudes
Student Motivation
Students
Teaching
Teaching Methods
technological competences
Technological Literacy
Brazil
New York
United States > US
Portugal
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Summary:Difficulties in learning computer programming for novices is a subject of abundant scientific literature. These difficulties seem to be accentuated in students whose academic choice is not computation, like architecture students. However, they need to study programming, since it is part of the new academic curricula. The results presented here are part of a PhD research, which investigates the achievement motivation and the acquisition and transfer of programming knowledge from an online environment designed on the basis of the 4C-ID instructional design model. These results are a sociodemographic analysis, and the technological competence of these subjects. We concluded that most of the students of our sample do not know how to auto assess their ICT expertise level, because they believed that they had sufficient computational knowledge for their needs. However, most of them told that they had difficulties creating codes. However, they recognized the importance of learning to program, thought it was valuable for architectural students, and felt motivated to acquire this new skill.
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ISSN:2227-7102
2227-7102
DOI:10.3390/educsci8040200