Abstract:

In this paper we propose a collaborative methodology for teaching introductory computer programming in Secondary Education. We recognize that most students in this level have difficulties to understand and express exercises and lab assignments in a formal manner, as they are typically presented in natural language. Additionally, as novice programmers, they may encounter challenges in developing algorithms for various types of problems. To address these issues, we propose a collaborative methodology that emphasizes the development of skills and abilities related to abstraction, problem formalization, and resolution. Through collaboration and cooperative learning, students can learn these skills and apply them not only in computer programming but also in other related subjects in Secondary Education, including Mathematics and Physics.

Our proposed methodology combines both isolated and collaborative approaches to teaching structured programming, allowing us to take advantage of the benefits that each paradigm offers. By doing so, we can design activities that help students develop their skills in formalizing natural language used in problem specifications while also promoting teamwork and cooperation. Through this collaborative teaching method, we aim to provide students with a more comprehensive and effective learning experience that prepares them to apply structured programming concepts in a variety of problem-solving contexts.

To implement our collaborative methodology, we designed specific activities that enable students to develop their skills in problem formalization and resolution, while also promoting teamwork and cooperation. The methodology has been applied to small groups of students in Secondary Education courses such as "Video Game Workshop" and "Information and Communication Technologies", with a total of 52 students participating in the activities described in the paper.

As a result of the application of our collaborative teaching method, we observed a significant improvement in students' motivation and learning outcomes related to computer programming. The positive impact on the teaching-learning process of this methodology highlights the importance of cooperative learning in enhancing the understanding and application of structured programming concepts. The opinions collected from students after completing the course indicate that the collaborative approach was well-received and increased their confidence in programming skills. The results suggest that this methodology could be adapted to other subjects and levels of education to foster a more interactive and engaging learning environment for students.

Keywords:

Computer programming, programming teaching, secondary education, student skills, collaborative programming.