This Research to Practice Full Paper presents the results obtained in an implementation of a flipped classroom, taught remotely synchronously in a subject of software testing in a graduate class. Due to the maintenance of the COVID-19 pandemic in the year 2021 due to the emergence of some variants, some universities around the world, especially in countries with a still high transmission rate, decided to continue with remote classes in this academic period. In this context, Software Testing is an important topic of knowledge derived from Software Engineering and has been gaining prominence in development companies in recent years, however it is a subject that needs a more practical and dynamic way of learning to obtain skills and competences. by the students. In order to promote a good teaching and learning process, more and more teachers and professors have been taking greater care in the selection of teaching strategies to help build the knowledge of their students, one of these strategies is the flipped classroom, in which the student internalizes the contents pointed out before a class and then, together with the class, a discussion is held about the knowledge acquired with the help and guidance of the teacher / professor. However, this knowledge transfer process has some extra difficulties with content that are more easily taught in a practical and face-to-face manner. Assuming, this work presents how the authors got around these difficulties and what the students present in a graduate class in a Software Testing subject thought of the adopted teaching strategy. To present an experience report of the use of the flipped classroom strategy in a software testing subject in a graduate computer science class. In parallel also, analyze the motivation and engagement of students in this learning scenario of the strategy in remote teaching. For this subject, a specific curriculum was selected for the teaching of software testing that takes into account the academic competences of the Brazilian Ministry of Education – MEC. Both the learning of the content were evaluated, taking into account the evaluations that were used in the flipped classroom with other teaching strategies in two other previous classes, the feedback given by the students about the subject and specifically about this teaching strategy was also considered, which was obtained via a structured questionnaire answered anonymously by each of the students participating in the course. The results indicate that there was an increase in the students' grade compared to evaluations of the same subject in the two previous years. However, the most important result was the feedback given by the students in the perception questionnaire of each teaching strategy adopted in the subject, considering that there was an excellent acceptance according to the participants. This paper mainly aims to help teachers / professors and researchers of active teaching methodologies in the perspective of knowledge construction in remote teaching using the flipped classroom as a support strategy.

This Research Full Paper presents an analysis of the perception of research professors of Software Engineering on the use and difficulties in the context of developing classrooms with teaching strategies using active methodologies remotely. In recent years, due to the Covid-19 pandemic, professors have been facing several challenges to keep students engaged, motivated and learning. The active teaching methodologies that have been collaborating in recent years in the teaching and learning process of students, needed to adapt to the remote teaching class scenario that was implemented in several universities. This research measured the point of view of four professors, who are also researchers in computing education, about how their classes behaved in the last two years of the Software Testing subject in a graduate program at a Brazilian federal university. So that computing students have a way to obtain knowledge in a more practical way so that there is a decrease in the difficulty of students adapting to the job market. Professors are increasingly adopting active methodologies, group work and practical teaching approaches in order for students to acquire skills that will be decisive for their professional future. In view of the existing pandemic scenario and the need to adapt teaching plans for remote teaching, this paper sought to identify the perceptions that professors had, whether in the difficulties of adapting activities, adapting teaching plans to difficulties in keeping students attentive and motivated in the content that was being passed on. The objective of this work is to identify and discuss professors' perceptions about the use of active teaching methodologies using remote teaching in a software testing subject of a graduate class at a Brazilian federal university. It was also analyzed how the professors dealt with the issue of student motivation and engagement at that time. An analysis of the teaching plan of the software testing subject of the last two years of the graduate program in computing at a Brazilian federal university was carried out and each of the methodologies with the perception of the professors who participated in these subjects. The collection of these data was carried out by means of an interview with the four professors, the feedback from the students of the classes on each of the adopted methodologies was also analyzed and a triangulation of the data obtained was performed. The results indicate that there were great difficulties in adapting active methodologies from the point of view of the professors, however most of these challenges were overcome in the their views. It was also pointed out that certain methodologies and practices work better if the learning is done in an evolutionary way and that takes into account the students' previous knowledge about contents, tools and practices that the professors want to use. Thus, this paper aims to present an overview of professors' perspectives on the teaching of a computing subject that needs practical approaches using active methodologies in an emergency situation of remote teaching.

This Research to Practice Full Paper presents an investigation on the teaching of software tests in Computer Science courses in Brazilian Institutions. In this work, we investigate the existence of subjects and contents related to the software testing theme in the academic curricula of the best Brazilian universities in the computer courses indicated by Folha's Universities Ranking in 2019. So that the software testing activity becomes widespread and recognizable, it needs to be widely taught and discussed, although there is a growing concern with this teaching theme, the organization and depth of teaching software testing varies widely in each curriculum matrix of the studied institutions, especially comparing them with the curriculum of updated reference of the ACM / IEEE (Association for Computing Machinery / Institute of Electrical and Electronic Engineers) and the curriculum guide of the SBC (Brazilian Computer Society) along with the areas of knowledge present in the SWEBOK Guide (Software Engineering Body of Knowledge), which are the main references for building of the curricula of Brazilian institutions. Thus, this work provides important inferences about how software testing has been approached, at the curricular level, in different Brazilian institutions, from specific subjetcs of software testing, subjects that contain topics related to tests and which are the main topics that are taught. Professors and academic managers can use the knowledge generated in this paper to help in a possible readjustment of how their institutions can deal with the teaching of software tests.

This Research for the Practice of Full Paper shows that in the face of the COVID-19 pandemic, the immense challenge of continuing the teaching-learning process without face-to-face classes arose. This required a rapid shift to distance education in order to enable continuity of university activities. Distance education still needs the help of other factors, as some subjects, for example software testing, may need other forms of active approaches and methodologies to make their teaching and learning process more efficient. In teaching some computer science subjects, there is a need for learning through the application of practical activities. The use of distance learning entails an even greater aggravation of this need, given the numerous limitations that exist in this modality, requiring good planning and rigorous monitoring before, during and after classes. Thus, this paper aims to identify and discuss the findings, good practices, recommendations and perceptions used in a software testing subject, in addition to analyzing the motivations and perceptions of students in a distance learning environment.

This Research to Practice Full Paper presents a proposal for a model to improve the teaching process of software testing supported by elements of agile methods. It was developed to be used as a guide to support professors or specialists for decision making, selection of teaching materials according to the participants' cognitive learning for the execution of subjects or teaching units on topics related to software testing. In addition to suggesting several personalized activities, presenting an instance of application of a teaching syllabus that adheres to several reference syllabus, this model also seeks to be extensible, to be applied in other teaching areas, trying not to be limited to the software testing area. The construction of this model makes use of practical teaching approaches supported by practices, such as gamification and playful teaching to motivate and engage participants, bringing common tasks and technologies in the software industry in parallel to classic lecture classes, in order to develop certain skills, which were obtained through academic syllabus, together with technical skills in software testing for participants, in addition to knowledge of several open source tools that are used by testing professionals in the software industry. This construction is specified in several stages arranged in a teaching cycle, being sequenced when they are applied and can be adapted for other learning scenarios. Subsequently, the skills, competences and support materials that can be used are presented in addition to the possible effects expected on students from the application of this model in the teaching of software testing. As it uses practical teaching approaches, it is advisable that this model is used by professors who have a teaching facilitator profile, as it presents humanistic teaching learning, with a focus on participants and teamwork, principles found in agile methods, in which activities will have deliveries of products that approach what is performed in a software company and it will be necessary the interaction of all participants in the model. The evaluation process for this teaching model took place in two stages. First, there was an analysis and individual evaluation of the model through the questionnaire, then there was a consensus meeting between the evaluators, where they justified the marks attributed in the evaluation and their considerations on other responses. This meeting aimed to solve disagreements and collect opinions, enabling problems to be solved and reaching a final consensus among the evaluators. The authors consider that it is necessary to remodel teaching paradigms of computing subjects, using together some characteristics of traditional approaches with more practical teaching approaches that solidify the knowledge of the participants for the challenges that exist in the software industry.

This Research to Practice full paper presents an investigation into the construction of a software testing syllabus, using agile practices as support to make it adherent to teaching by academic skills. In most Brazilian universities, software testing is approached mainly as subtopics of the subjects of Software Engineering or Software Quality; this little contact with the topic can become a discouraging problem for higher education students seeking knowledge about this important area. For the development of the syllabus, we had as reference the competence and syllabus guidelines of the Ministry of Education of Brazil, which is the regulator of the syllabus guidelines for undergraduate and graduate courses in computing in Brazil. In conjunction with these guidelines, other assets in the area were aligned, such as the academic syllabus of the Brazilian Computer Society and the ACM / IEEE, in conjunction with the SWEBOK test-oriented knowledge areas, the Test Maturity Model Integration process areas and guided by agile practices, principles and techniques found in the literature. After this stage, the construction of teaching units for teaching of software testing was carried out. These teaching units were evaluated as part of the software testing teaching model by means a focus group, composed of three doctors who are also specialists in the teaching of software engineering, with experience in teaching and research. Thus, this work also provides a set of skills that we consider favorable to the teaching of software testing, considering several academic syllabuses analyzed. Academic program managers and teachers can use the knowledge generated in this article to facilitate the construction of syllabuses or subjects related to tests, learning objects and academic syllabus. Our findings can also be learning facilitators for competency-based teaching and learning experiences for testing professionals.