Uma Análise do Sequenciamento Pedagógico no Ensino de Computação na Educação Básica

Resumo

Several curriculum frameworks have been proposed in order to guide computing education in K-12, including the SBC curriculum. However, observing significant differences regarding the sequencing of contents, a question that remains is to which regard the proposed sequence is appropriate for learning. In this context, this article conducts a large-scale analysis using Item Response Theory in order to classify contents by their complexity and compares these results with the SBC curriculum. The results of this research can be used by curriculum designers as well as instructors in order to improve computing education in K-12.