El desarrollo del pensamiento computacional en educación: valoración basada en una experiencia con Scratch

Gómez, Rakel Gamito; Llorente, Pilar Aristizabal; Ciganda, Maitane Basasoro; Hernández, Irati León

doi:10.24310/innoeduca.2022.v8i1.12093

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…From this perspective, the integration of computer science into schools has two main objectives: to offer all students the possibility of accessing computer science and to improve the learning of subjects known as STEAM (Science, Technology, Engineering, Arts and Mathematics) [12] by making the contents more authentic and relevant [13] and helping students with learning to break down a task into simpler ones, formulating and testing hypotheses, exploring and investigating, relating knowledge and coming up with original ideas or solutions. Thus, at a global level, different educational administrations have echoed this need in an increasingly digital world and are integrating computational thinking in their classrooms [14][15][16] as another competence that students must acquire from early childhood and primary education [17][18][19][20][21][22][23] through to secondary education [24][25][26][27].…”

Section: Introductionmentioning

confidence: 99%

Use of Arduino in Primary Education: A Systematic Review

García-Tudela

Marín-Marín

2023

Education Sciences

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In the last two decades, technological advances have been spectacular, and their transcendence has touched all areas of society. Specifically, in the field of education, these advances have allowed projects and approaches such as computational thinking to be taken up more strongly through interdisciplinary visions such as the STEM subjects and technological devices such as Arduino. The main objective of this article is to analyse the uses of Arduino and the achievements it has attained at primary-education level. To this end, a systematic review was carried out in the SCOPUS and Web of Science databases. The methodology used was the PRISMA statement and the SALSA framework. In accordance with the exclusion criteria applied, nine scientific papers from the last seven years were obtained. The qualitative software ATLAS.ti was used to extract the results. These papers reveal that the most commonly used methodology for incorporating the Arduino board into teaching is problem based learning (PBL) in the context of STEM subjects. In addition, programming environments, such as Scratch, and other electronic components have been used, which have enabled the development of computational thinking and the acquisition of technological knowledge, among other achievements.

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Section: Introductionmentioning

confidence: 99%

Use of Arduino in Primary Education: A Systematic Review

García-Tudela

Marín-Marín

2023

Education Sciences

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“…Subsequently, several versions have been developed by MIT, namely, Scratch 2.0 in 2013 and the current Scratch 3.0 in January 2019, with a more intuitive version of its interface [98] moving from Flash to evolve to HTML5. The Scratch programme was created [99] for people who want to get started in the world of the basics of programming [100], especially children, because of the intuitive visual programming blocks with colours [101][102][103], but also for teachers [104] of any educational stage, including university students [105,106], who may need to get started in the world of computational thinking (CT) and programming without advanced knowledge [107].…”

Section: Twentieth Anniversary Of Scratch Softwarementioning

confidence: 99%

Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Dúo-Terrón

2023

Education Sciences

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Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering and mathematics) projects to be carried out. The aim of this research is to know the development of the scientific production of the Scratch programme in the educational field in scientific articles in WoS and its link with the STEM field. The methodology used in this study is of a bibliometric nature with an analysis of the development in the scientific literature and co-words. The Scratch in Education (Scratch-EDU) programme has been studied using the Web of Science (WoS) database. WoS, Vosviewer and SciMAT were used to extract the results and a total of 579 manuscripts were analysed. The results of the study show that the first scientific article on Scratch published in WoS dates back to 2004, although it is from 2011 when a considerable volume of studies began to appear in the scientific literature, and moreover, in recent years the scientific literature relates Scratch-EDU with topics and keywords related to the STEM field. The conclusions of the study are that the Scratch programme has had a progressive evolution in the scientific field related to education from 2012 to 2020, mainly in proceedings papers, with a decrease in manuscripts in the last two years. The emerging themes and keywords that have most influenced Scratch-EDU manuscripts in recent years are related to the terms “Implementation” and “Curriculum”, connected in turn, with terms such as “pedagogy”, “public school” or “students”. Another term that stands out in the development of scientific evolution is “Computational Thinking”, associated with topics such as “Primary Education”, “Learning” or “Problem Solving”. Finally, a discussion and conclusion of the results has been carried out, which can serve as a turning point for future lines of research on programming and CT in the STEM field from an early age in education.

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