Introduction to programming based on playful activities in the university

Dapozo, Gladys N.; Greiner, Cristina L.; Petris, Raquel H.; Espíndola, María C.

doi:10.1109/clei.2017.8226437

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…In this way, it reduces the workload of teachers in a teaching-learning task [27], as the students are the protagonists of this process. This philosophy of project work based on CT fosters the "Maker" culture in Makerspaces [28] or Classrooms of the Future, i.e., to create, develop, research, explore, interact and present [21,29], allowing for the stimulation of vocations in STEM [30].…”

Section: Development Of Computational Thinking Skillsmentioning

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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Section: Development Of Computational Thinking Skillsmentioning

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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“…(Rosas, Zúñiga, Fernández, & Guerrero, 2017: 697). La programación no se trata solo de escribir un programa, sino que involucra "aprender a entender un problema, a plantear soluciones efectivas, a manejar lenguajes para expresar una solución, a utilizar herramientas que entiendan esos lenguajes, a probar que la solución sea válida, a justificar las decisiones tomadas" (Dapozo, Greiner, Petris, Espíndola, & Company, 2017: 1122, entre otras, y por tanto el proceso de enseñanza debe contemplar estos aspectos.…”

Section: La Enseñanza De La Programaciónunclassified

Enseñanza y aprendizaje de programación. Hacia un estado del arte

Astudillo,

Bast

2020

VEsC

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A nivel mundial se tiende a incluir el aprendizaje de las ciencias de la computación, y la programación en particular, en instancias cada vez más tempranas de la educación formal. Argentina no es ajena a este proceso. En este contexto, ¿cuáles son las propuestas a nivel nacional que se enfocan en la enseñanza y el aprendizaje de la programación? ¿Cuál es el modelo pedagógico que las sustenta? ¿Qué herramientas utilizan? ¿Qué impacto ha tenido su implementación? Las respuestas a estas preguntas permiten avanzar en la configuración de un estado del arte sobre la enseñanza y el aprendizaje de la programación en Argentina. Este trabajo presenta los primeros resultados obtenidos a partir de la revisión sistemática de 49 publicaciones sobre la temática, así como la definición de un conjunto de criterios de análisis y su aplicación a las propuestas seleccionadas.

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Introduction to programming based on playful activities in the university

Cited by 2 publications

References 8 publications

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

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

Enseñanza y aprendizaje de programación. Hacia un estado del arte

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