Group Programming Projects in Python: PBL in the Second Dictation of the University's Initial Stage

Abstract

This article analyzes the application of the Project and Problem-Based Learning (PBL) methodology in the development of a group programming project using the Python language in the Programming II course for the Bachelor's degree in Computer Science. First-year students who struggle to grasp specific concepts in the field and cope with traditional university assessment processes are supported and retained through these projects. An integrated approach to the problem was proposed, applying guided and supervised PBL by the teaching team, with weekly objectives and checkpoints. By using the Python language and the streamlit module to automatically generate a front-end, the groups developed the requested query functionalities (back-end), showcasing the advantages and disadvantages of the initial data structures and concepts learned while exercising with real requirements. The analysis of the student surveys reveals how knowledge is put into practice and how the importance of using program construction methodologies is appreciated when addressing a real problem of greater magnitude. It also highlights how difficulties in autonomous learning are overcome through inquiry strategies.