Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos

Este estudio presenta una investigación exploratoria centrada en analizar las primeras impresiones de estudiantes universitarios respecto a un cuadernillo de apoyo cognitivo diseñado para mejorar el proceso de aprendizaje en el contexto de una asignatura de algorítmica básica. El material en cuestió...

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Autores:
D’Angelo, Verónica Sofía
Tipo de recurso:
Article of investigation
Fecha de publicación:
2024
Institución:
Universidad Autónoma de Bucaramanga - UNAB
Repositorio:
Repositorio UNAB
Idioma:
spa
OAI Identifier:
oai:repository.unab.edu.co:20.500.12749/26641
Acceso en línea:
http://hdl.handle.net/20.500.12749/26641
https://doi.org/10.29375/25392115.4463
Palabra clave:
Algoritmos y estructuras de datos
Ciencias de la computación
Psicología cognitiva
Diagramas Nassi-Shneiderman
Programación estructurada
Algorithms and data structures
Computer science
Cognitive psychology
Nassi-Shneiderman diagrams
Structured programming
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http://purl.org/coar/access_right/c_abf2
id UNAB2_f8c6049e35bd82befcb1982df885877e
oai_identifier_str oai:repository.unab.edu.co:20.500.12749/26641
network_acronym_str UNAB2
network_name_str Repositorio UNAB
repository_id_str
dc.title.spa.fl_str_mv Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
dc.title.translated.eng.fl_str_mv Learning to code in college. Cognitive support workbook for process analysis
title Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
spellingShingle Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
Algoritmos y estructuras de datos
Ciencias de la computación
Psicología cognitiva
Diagramas Nassi-Shneiderman
Programación estructurada
Algorithms and data structures
Computer science
Cognitive psychology
Nassi-Shneiderman diagrams
Structured programming
title_short Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
title_full Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
title_fullStr Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
title_full_unstemmed Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
title_sort Programar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesos
dc.creator.fl_str_mv D’Angelo, Verónica Sofía
dc.contributor.author.none.fl_str_mv D’Angelo, Verónica Sofía
dc.subject.spa.fl_str_mv Algoritmos y estructuras de datos
Ciencias de la computación
Psicología cognitiva
Diagramas Nassi-Shneiderman
Programación estructurada
topic Algoritmos y estructuras de datos
Ciencias de la computación
Psicología cognitiva
Diagramas Nassi-Shneiderman
Programación estructurada
Algorithms and data structures
Computer science
Cognitive psychology
Nassi-Shneiderman diagrams
Structured programming
dc.subject.keywords.eng.fl_str_mv Algorithms and data structures
Computer science
Cognitive psychology
Nassi-Shneiderman diagrams
Structured programming
description Este estudio presenta una investigación exploratoria centrada en analizar las primeras impresiones de estudiantes universitarios respecto a un cuadernillo de apoyo cognitivo diseñado para mejorar el proceso de aprendizaje en el contexto de una asignatura de algorítmica básica. El material en cuestión se fundamenta en principios de psicología del aprendizaje y psicología de la programación, con el propósito de abordar los desafíos planteados en la introducción del estudio. Los participantes, quienes están cursando su primer año en una carrera de ciencias de la computación, completaron dos cuestionarios destinados a evaluar su percepción del proceso de aprendizaje y sus opiniones sobre la utilidad del material proporcionado. Los resultados obtenidos sugieren la necesidad de profundizar en el contenido del material de estudio, especialmente en lo referente al análisis de procesos y estructuras de datos. Además, se plantea la posibilidad de ampliar el alcance de este estudio mediante la realización de experimentos controlados que evalúen el impacto del material en el rendimiento y el aprendizaje efectivo de programación.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-09-19T19:38:54Z
dc.date.available.none.fl_str_mv 2024-09-19T19:38:54Z
dc.date.issued.none.fl_str_mv 2024-05-29
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/article
dc.type.local.spa.fl_str_mv Artículo
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.redcol.none.fl_str_mv http://purl.org/redcol/resource_type/ART
format http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.issn.spa.fl_str_mv ISSN: 1657-2831
e-ISSN: 2539-2115
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12749/26641
dc.identifier.instname.spa.fl_str_mv instname:Universidad Autónoma de Bucaramanga UNAB
dc.identifier.repourl.spa.fl_str_mv repourl:https://repository.unab.edu.co
dc.identifier.doi.none.fl_str_mv https://doi.org/10.29375/25392115.4463
identifier_str_mv ISSN: 1657-2831
e-ISSN: 2539-2115
instname:Universidad Autónoma de Bucaramanga UNAB
repourl:https://repository.unab.edu.co
url http://hdl.handle.net/20.500.12749/26641
https://doi.org/10.29375/25392115.4463
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv https://revistas.unab.edu.co/index.php/rcc/article/view/4463/3963
dc.relation.uri.spa.fl_str_mv https://revistas.unab.edu.co/index.php/rcc/issue/view/297
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Yorganci, S. (Octubre de 2020). Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses. Journal of Computer Assisted Learning, 36(5), 763-779. https://doi.org/10.1111/jcal.12448
Zarestky, J., Bigler, M., Brazile, M., Lopes, T., & Bangerth, W. (2022). Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering. Computers and Education Open, 3, 100085. https://doi.org/10.1016/j.caeo.2022.100085
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spelling D’Angelo, Verónica Sofía8f6695b4-0cbd-465f-95ea-eea9661afdc62024-09-19T19:38:54Z2024-09-19T19:38:54Z2024-05-29ISSN: 1657-2831e-ISSN: 2539-2115http://hdl.handle.net/20.500.12749/26641instname:Universidad Autónoma de Bucaramanga UNABrepourl:https://repository.unab.edu.cohttps://doi.org/10.29375/25392115.4463Este estudio presenta una investigación exploratoria centrada en analizar las primeras impresiones de estudiantes universitarios respecto a un cuadernillo de apoyo cognitivo diseñado para mejorar el proceso de aprendizaje en el contexto de una asignatura de algorítmica básica. El material en cuestión se fundamenta en principios de psicología del aprendizaje y psicología de la programación, con el propósito de abordar los desafíos planteados en la introducción del estudio. Los participantes, quienes están cursando su primer año en una carrera de ciencias de la computación, completaron dos cuestionarios destinados a evaluar su percepción del proceso de aprendizaje y sus opiniones sobre la utilidad del material proporcionado. Los resultados obtenidos sugieren la necesidad de profundizar en el contenido del material de estudio, especialmente en lo referente al análisis de procesos y estructuras de datos. Además, se plantea la posibilidad de ampliar el alcance de este estudio mediante la realización de experimentos controlados que evalúen el impacto del material en el rendimiento y el aprendizaje efectivo de programación.This study presents an exploratory investigation focused on analyzing the initial impressions of university students regarding a cognitive support workbook designed to enhance the learning process in the context of a basic algorithmics course. The material in question is based on principles of learning psychology and programming psychology, aiming to address the challenges outlined in the study's introduction. The participants, who are in their first year of a computer science degree, completed two questionnaires aimed at assessing their perception of the learning process and their opinions on the usefulness of the provided material. The results suggest the need to delve deeper into the content of the study material, especially regarding the analysis of processes and data structures. Furthermore, there is a proposal to expand the scope of this study by conducting controlled experiments to evaluate the impact of the material on performance and effective programming learning.application/pdfspaUniversidad Autónoma de Bucaramanga UNABhttps://revistas.unab.edu.co/index.php/rcc/article/view/4463/3963https://revistas.unab.edu.co/index.php/rcc/issue/view/297Aguirre, J., & Carnota, R. (2009). Historia de la Informática en Latinoamérica y el Caribe: investigaciones y testimonios (Primera ed.). Río Cuarto, Argentina: Universidad Nacional de Río Cuarto. https://www.researchgate.net/profile/Marcelo-Carvalho-13/publication/310625262_Historia_de_la_informatica_en_Latinoamerica_y_el_Caribe_investigaciones_y_testimonios/links/58344a2808aef19cb81f797e/Historia-de-la-informatica-en-Latinoamerica-y-el-Caribe-invAlrashidi, H., Ullman, T. D., & Joy, M. (4 de Diciembre de 2020). An empirical evaluation of a Reflective Writing Framework (RWF) for Reflective Writing in Computer Science Education. 2020 IEEE Frontiers in Education Conference (FIE) (págs. 1-9). Uppsala, Suecia: IEEE. https://doi.org/10.1109/FIE44824.2020.9273975Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145-158. https://doi.org/10.1080/14623943.2020.1716708Anderson, J. R., & Fincham, J. M. 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(Octubre de 2020). Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses. Journal of Computer Assisted Learning, 36(5), 763-779. https://doi.org/10.1111/jcal.12448Zarestky, J., Bigler, M., Brazile, M., Lopes, T., & Bangerth, W. (2022). Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering. Computers and Education Open, 3, 100085. https://doi.org/10.1016/j.caeo.2022.100085Vol. 25 Núm. 1 (2024): Revista Colombiana de Computación (Enero-Junio); 1-18Algoritmos y estructuras de datosCiencias de la computaciónPsicología cognitivaDiagramas Nassi-ShneidermanProgramación estructuradaAlgorithms and data structuresComputer scienceCognitive psychologyNassi-Shneiderman diagramsStructured programmingProgramar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesosLearning to code in college. Cognitive support workbook for process analysisinfo:eu-repo/semantics/articleArtículohttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf2ORIGINALArtículo.pdfArtículo.pdfArtículoapplication/pdf713367https://repository.unab.edu.co/bitstream/20.500.12749/26641/1/Art%c3%adculo.pdf513eaa81feeddd591027aeea32c4183aMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8347https://repository.unab.edu.co/bitstream/20.500.12749/26641/2/license.txt855f7d18ea80f5df821f7004dff2f316MD52open accessTHUMBNAILArtículo.pdf.jpgArtículo.pdf.jpgIM Thumbnailimage/jpeg9381https://repository.unab.edu.co/bitstream/20.500.12749/26641/3/Art%c3%adculo.pdf.jpg6c4c26a10bf4da21b47e220843fcf9faMD53open access20.500.12749/26641oai:repository.unab.edu.co:20.500.12749/266412024-09-19 22:01:12.183open accessRepositorio Institucional | Universidad Autónoma de Bucaramanga - UNABrepositorio@unab.edu.coTGEgUmV2aXN0YSBDb2xvbWJpYW5hIGRlIENvbXB1dGFjacOzbiBlcyBmaW5hbmNpYWRhIHBvciBsYSBVbml2ZXJzaWRhZCBBdXTDs25vbWEgZGUgQnVjYXJhbWFuZ2EuIEVzdGEgUmV2aXN0YSBubyBjb2JyYSB0YXNhIGRlIHN1bWlzacOzbiB5IHB1YmxpY2FjacOzbiBkZSBhcnTDrWN1bG9zLiBQcm92ZWUgYWNjZXNvIGxpYnJlIGlubWVkaWF0byBhIHN1IGNvbnRlbmlkbyBiYWpvIGVsIHByaW5jaXBpbyBkZSBxdWUgaGFjZXIgZGlzcG9uaWJsZSBncmF0dWl0YW1lbnRlIGludmVzdGlnYWNpw7NuIGFsIHDDumJsaWNvIGFwb3lhIGEgdW4gbWF5b3IgaW50ZXJjYW1iaW8gZGUgY29ub2NpbWllbnRvIGdsb2JhbC4=

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