Abstract:

The logical structure is a facet of human language. However, the competence to control, concretely, complex systems and information flow are in charge of formal logic. In this context, a programming language is a tool that, evidencing the logic of the language, helps the exercise of thinking [2]. Besides, it promotes the optimization of problem-solving heuristics [3] and cognitive development [4]. This work exposes the execution of a didactic sequence of virtual modality, which aims to develop formal logic through the active resolution of programming challenges. Seventeen individuals with schooling between high school and graduate school participated and little familiarity with the program during the proposal of 14 meetings.

The didactic sequence consists of the cycle:
1) solving programming challenges through the rotation of teams [1],
2) Analysis and discussion of the final solution, and
3) Application of a new strategy.

At each meeting, teams face challenges and take turns in testing solution strategies. The instructor participates by suggesting relevant content and inquiring about the coherence of the group's decision-making. A code version filing system recorded the experiment and the participants' perceptions collected on a form. Initially, in unstructured observation, proposals for teamwork had resistance, frequent search for success, and dependence on mediation. As the participants adapted to the proposal, greater tolerance for error, active participation, and flexibility in the reformulation strategies were identified. The longitudinal analysis of the codes made it possible to identify the incorporation of the contents already worked on in later challenges and explore syntaxes not addressed in the meetings. This data suggests the development of autonomy, creativity, and cognitive flexibility. Combining a programming challenge with teamwork resulted in engaged participation, collaboration in difficulties, and building knowledge together. The practical limitations were: the short project time and the participants' internet instability due to synchronous participation and motivating dropouts. The process presents a didactic format for active learning, adaptable to other contexts, and exposes the adversities found in remote actions. In this, the advantages of substituting objective questions for constructive challenges were evidenced, promoting innovative and scientific thinking. Similarly, the encouragement of teamwork as a provider of non-competitive, welcoming, and fun learning.

References:
[1] Sato, Danilo & Corbucci, Hugo & Bravo, Mariana. (2008). Coding Dojo: An Environment for Learning and Sharing Agile Practices. 459-464. 10.1109/Agile.2008.11.
[2] SHIMAMURA & METCALFE. (1992) Metacognition – Knowing About Knowing. Cambridge: Massachusetts Institute of Technology
[3] WING, J. Computational thinking. Communications of the ACM, 2006. v. 49, n. 3, p. 33-35.
[4] MARQUES, CVM; Oliveira, CET ; OLIVEIRA, CRC. The Cognitive Machine as Mental Language Automata. In: International Journal of Cognitive Informatics and Natural Intelligence, 2018. International Journal of Cognitive Informatics and Natural Intelligence, 2018. v. 12.

Keywords:

E-LEARNING, COGNITION, COLLABORATIVE LEARNING ,COMPUTACIONAL THINKING, FORMAL LOGIC