Contribution: This article adds to the results of previous systematic mapping study by addressing a more ample context of problem-based learning (PBL) in computing education. Background: PBL is defined as an instructional method of constructivist teaching that uses real problems as a motivating element for learning. Although PBL was born in medical education, it has been used in computing education to facilitate the students' engagement and learning capacity, contributing to developing skills, such as teamwork, holistic vision, critical thinking, and solving problem. Considering that approach much more descriptive than prescriptive, it favors the implementation of diverse methodologies on its behalf. Research Question: “How the PBL approach has been applied in teaching computing?” Methodology: From the initial set of 3837 studies, 102 primary studies were selected and categorized through Kitchenham methodology for analysis from 1999 to 2019. Findings: Based on these studies, it was possible to verify a greater adoption of PBL in undergraduate education and a great diversity of strategies involving real-world problems, developing technical and no-technical skills and making the student much more motivated and engaged. Challenges were also mapped, which shows a very interesting field for new research.

中文翻译：

---

PBL 在计算教学中的两个十年：系统映射研究


贡献：本文通过解决计算机教育中基于问题的学习 (PBL) 的更广泛背景，对之前的系统映射研究的结果进行了补充。背景：PBL被定义为一种建构主义教学的教学方法，利用实际问题作为学习的激励要素。虽然 PBL 诞生于医学教育，但它已应用于计算机教育，以提高学生的参与度和学习能力，有助于培养团队合作、整体视野、批判性思维和解决问题等技能。考虑到这种方法更具描述性而不是规定性，它有利于代表其实施不同的方法。研究问题：“PBL 方法如何应用于计算机教学？”方法：从最初的 3837 项研究中，选择了 102 项初步研究，并通过 Kitchenham 方法对 1999 年至 2019 年进行分析进行分类。结果：基于这些研究，可以验证 PBL 在本科教育中的广泛采用，以及涉及现实世界问题的多样化策略，培养技术和非技术技能，并使学生更加积极主动和投入。挑战也被绘制出来，这表明了新研究的一个非常有趣的领域。