La expansión del Pensamiento Computacional en Uruguay

Abstract

En los últimos años se han desarrollado en Uruguay diversas acciones tendientes a expandir el Pensamiento Computacional en la educación primaria y media. En el presente artículo se relata y reflexiona sobre las actividades desarrolladas en esta línea, así como las acciones para potenciar el Pensamiento Computacional en la educación uruguaya. In recent years, various actions have been developed in Uruguay to expand Computational Thinking in primary and secondary education. The present article describes and reflects on the activities carried out in this line, as well as the actions to enhance Computational Thinking in Uruguayan education.

Use of Arduino in Primary Education: A Systematic Review

“…Based on the phases established by the SALSA framework, the search for papers was carried out using two international reference databases, Scopus and WoS (Web of Science). The descriptors and Boolean operators used in this search were: "Arduino" AND "Elementary school" (21) OR "primary education" (7) OR "basic education" (11) OR "Elementary education" (1). It should be noted that the descriptors "middle education" and "elementary education" did not return any results when linked to Arduino.…”

“…In this sense, certain concepts have gained momentum, which, although not new, have emerged as a result of technological evolution and more userfriendly programming languages. In this context, the first papers that introduce computer science in the field of education date back to the end of the 1960s, when Seymour Papert created the Logo programming language [1] and the Turtle robot [2] with the intention of bringing the world of programming to students so that they could learn to program from an early age [3,4]. When mentioning the concepts of programming and robotics, it is also essential to allude to the concept of computational thinking, since the main purpose of teaching how to program and use different types of robots is to foster the development of computational-thinking skills.…”

“…From this vision, Papert conceived his own theory of learning influenced by Piaget [1,2,5], which he called constructionism. This theory focuses on active student learning achieved by engaging students and encouraging them to draw their own conclusions through creative experimentation and the elaboration of socially useful artefacts [6].…”

Pensamiento computacional: habilidades asociadas y recursos didácticos

“…Posteriormente argumentó que el pensamiento computacional incluye los procesos de pensamiento implicados en la formulación de problemas y de sus soluciones. Es importante señalar que en estos primeros momentos se le asoció con la programación y el uso de la ofimática (García, 2020). Sin embargo, los saberes y las capacidades necesarias para entender los recursos digitales exceden lo que las ciencias de la computación y la informática pueden ofrecer (Roncoroni, Lavín y Bailón, 2020).…”