Alcance del pensamiento computacional en educación secundaria: Currículo nacional y percepción docente

Abstract

With the introduction of the term computational thinking in the new curriculum for compulsory secondary education in Spain ((LOMLOE), this article tries to clarify what is understood and what is included in the term computational thinking from the point of view of the secondary education teacher, which corresponds to the level of ESO (mandatory secondary education) in the Spanish educational system teacher. To this end, a literature review has been carried out to suggest a reference framework that determines the thematic categories of computational thinking. This framework has been used to characterise the national education curriculum for the ESO level. The analysis result highlights the wide deployment of the thematic categories of the reference framework in the state curriculum, which is perceived positively from a normative perspective since the curriculum includes most of the aspects that define computational thinking. However, the teacher's perception continues to be anchored in misconceptions of the term, mainly limited to programming and coding when it comes to teaching on practice, which is a small part of the entire conceptualisation of computational thinking. With the proposed framework, teachers have an effective tool to, on the one hand, recognise the wide spectrum of aspects and skills that computational thinking encloses and, on the other hand, contrast whether existing educational or training resources are adequate for designing classroom learning situations that foster computational thinking.