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

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dc.contributor.authorD’Angelo, Verónica Sofía
dc.date.accessioned2024-09-19T19:38:54Z
dc.date.available2024-09-19T19:38:54Z
dc.date.issued2024-05-29
dc.description.abstractEste 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.spa
dc.description.abstractenglishThis 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.eng
dc.format.mimetypeapplication/pdfspa
dc.identifier.doihttps://doi.org/10.29375/25392115.4463
dc.identifier.instnameinstname:Universidad Autónoma de Bucaramanga UNABspa
dc.identifier.issnISSN: 1657-2831spa
dc.identifier.issne-ISSN: 2539-2115spa
dc.identifier.repourlrepourl:https://repository.unab.edu.cospa
dc.identifier.urihttp://hdl.handle.net/20.500.12749/26641
dc.language.isospaspa
dc.publisherUniversidad Autónoma de Bucaramanga UNABspa
dc.relationhttps://revistas.unab.edu.co/index.php/rcc/article/view/4463/3963spa
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dc.relation.urihttps://revistas.unab.edu.co/index.php/rcc/issue/view/297spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.sourceVol. 25 Núm. 1 (2024): Revista Colombiana de Computación (Enero-Junio); 1-18spa
dc.subjectAlgoritmos y estructuras de datosspa
dc.subjectCiencias de la computaciónspa
dc.subjectPsicología cognitivaspa
dc.subjectDiagramas Nassi-Shneidermanspa
dc.subjectProgramación estructuradaspa
dc.subject.keywordsAlgorithms and data structureseng
dc.subject.keywordsComputer scienceeng
dc.subject.keywordsCognitive psychologyeng
dc.subject.keywordsNassi-Shneiderman diagramseng
dc.subject.keywordsStructured programmingeng
dc.titleProgramar en la universidad. Cuadernillo de apoyo cognitivo para el análisis de los procesosspa
dc.title.translatedLearning to code in college. Cognitive support workbook for process analysiseng
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dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.driverinfo:eu-repo/semantics/article
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.type.localArtículospa
dc.type.redcolhttp://purl.org/redcol/resource_type/ART

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Revista Colombiana de Computación
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