Using Dojo as a Pedagogical Practice to Introduce Undergraduate Students to Programming

Abstract

The objective of this article is to analyze the contribution of the use of software for introducing programming, using Dojo as a pedagogical practice. As an empirical research, we present a case study in the discipline of Introduction to Programming of the Computer Technician Course of the Brazilian Service for Industrial Apprenticeship, Regional Department, Sergipe. Based on the verification of difficulties in students learning, a test was developed using Dojo as a teaching methodology. The analysis were performed with a qualitative approach, using and associating the data obtained from the pedagogical activity, framework and references adopted in the case study. The final results showed a reduction in the number of students rate of absences, higher rate of students satisfaction and higher grades in the course, showing the possibility of adopting the experiment due to success in learning.