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Este artigo apresenta a implementação do Modelo Social Aberto do Estudante no ambiente virtual de aprendizagem de uma disciplina de introdução a programação de computadores do ensino superior. O Modelo Social Aberto do Estudante apresenta para o estudante, de forma visual e interativa, uma representação do seu desempenho e o de seus colegas, permitindo-lhe assim comparar, avaliar e refletir sobre seu próprio desempenho. Considerando que as disciplinas introdutórias de programação apresentam alto índice de reprovação e evasão, o objetivo do estudo foi o de investigar como o scaffolding meta-cognitivo proporcionado pela interação com o Modelo Social Aberto do Estudante poderia contribuir para o processo de aprendizagem. Para alcançar este objetivo foi realizado um quase-experimento de abordagem quali-quantitativa envolvendo 40 estudantes durante um semestre. Os resultados permitiram observar que os estudantes utilizaram o Modelo Social Aberto do Estudante para avaliar e monitorar o próprio desempenho, para identificar colegas aos quais poderiam fornecer ou solicitar ajuda e para organizar seus estudos. Porém, não foi possível observar mudanças na consciência meta-cognitiva dos estudantes ao comparar os resultados de pré-teste e pós-teste. Assim, concluiu-se que estudantes que já possuem os processos meta-cognitivos bem desenvolvidos e sabem como empregá-los no processo de aprendizagem podem se beneficiar mais do uso do Modelo Social Aberto do Estudante. /// This article presents the implementation of the Open Social Student Model in the virtual learning environment of an introductory computer programming course in higher education. The Open Social Student Model presents, in a visual and interactive way, a representation of the students' performance and that of their colleagues, thus allowing them to compare, evaluate and reflect about their own performance. As introductory programming courses have a high failure and dropout rate, the aim of this study has been to investigate how the metacognitive scaffolding provided by the interaction with the Open Social Student Model could contribute to the learning processes. To achieve this goal, a quasi-experiment was carried out involving 40 students during one semester, following a quali-quantitative approach. Results showed that the students used the Open Social Student Model to evaluate and monitor their own performance, to organize their studies and identify colleagues who could provide them support or who could be helped by them,. However, changes in the students' meta-cognitive awareness were not observed when comparing pre-test and post-test results. Thus, the study led to the conclusion that students who already master their metacognitive processes and know how to apply them in their learning process are the ones who can benefit the most with the use of the Open Social Student Model.

The need for technology professionals is growing every day, making it increasingly strategic and attractive. The insertion of women in this context provides opportunities for gender equality. However, the percentage of women in this area is still relatively lower than that of men and in other areas of knowledge. This scenario is evolving, and female participation is gradually increasing thanks to the various initiatives that promote gender equity in education and the job market. This work presents the possibility of building spaces aimed at the participation, encouragement, and training of students in the technology area, focusing on the female audience in public schools. The proposal consists of the development of theoretical-practical workshops with primary contents of robotics and programming coordinated by women. For that, students and teachers in the area of science and mathematics were selected and acted as facilitators and multipliers of the proposal in schools. Despite the lack of knowledge of robotics concepts by teachers and students, an important interest in learning was observed. Regarding the difficulties experienced in the workshop execution, the initiative proved to be a promising mechanism to stimulate learning, awakening curiosity, and interest among the participants, especially the students. [ABSTRACT FROM AUTHOR]

This article presents the implementation of the Open Social Student Model in the virtual learning environment of an introductory computer programming course in higher education. The Open Social Student Model presents, in a visual and interactive way, a representation of the students' performance and that of their colleagues, thus allowing them to compare, evaluate and reflect about their own performance. As introductory programming courses have a high failure and dropout rate, the aim of this study has been to investigate how the metacognitive scaffolding provided by the interaction with the Open Social Student Model could contribute to the learning processes. To achieve this goal, a quasi-experiment was carried out involving 40 students during one semester, following a quali-quantitative approach. Results showed that the students used the Open Social Student Model to evaluate and monitor their own performance, to organize their studies and identify colleagues who could provide them support or who could be helped by them,. However, changes in the students' meta-cognitive awareness were not observed when comparing pre-test and post-test results. Thus, the study led to the conclusion that students who already master their metacognitive processes and know how to apply them in their learning process are the ones who can benefit the most with the use of the Open Social Student Model. [ABSTRACT FROM AUTHOR]