Fortaleciendo habilidades de pensamiento computacional en Educación InfantilExperiencia de aprendizaje mediante interfaces tangible y gráfica

  1. Yen Air Caballero González 1
  2. Ana García-Valcárcel Muñoz-Repiso 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
RELATEC: Revista Latinoamericana de Tecnología Educativa

ISSN: 1695-288X

Año de publicación: 2019

Volumen: 18

Número: 2

Páginas: 133-150

Tipo: Artículo

DOI: 10.17398/1695-288X.18.2.133 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: RELATEC: Revista Latinoamericana de Tecnología Educativa

Objetivos de desarrollo sostenible

Resumen

The development and integration of digital technology, in the current social context,makes it necessary to design and implement educational proposals that contribute tostrengthening the teaching-learning processes through resources and didactic materials thatprovide dynamism, flexibility and innovation. One of the approaches that is gaining popularity inthe international scenario is to approach the teaching of technology, programming and otherdigital skills such as computational thinking from an early age. This paper presents some of theresults achieved through the development of a formative experience to foster the learning ofcomputational thinking in early childhood education. The study corresponds to a quasi-experimental design with pretest-postest measures, without control group. The sample ofparticipants was 44 students and 2 teachers, from a concerted school, in Salamanca, Spain, duringthe period 2017-2018. The activities consisted of solving problems with programming challengesusing a tangible and a graphical interface. The data were collected through a rubric,questionnaires and field diary. The general results show the existence of differences betweenpretest and postest, which indicates that an advance was generated in reference to the learning ofcomputational thinking through the explored characteristic. In addition, there is a positiveacceptance of the activities between students and teachers. The study represents an initialassessment of the development of programming and computational thinking skills in youngchildren using tangible and graphical learning interfaces.

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Información de financiación

En referencia al primer autor, la investigación ha sido posible gracias a una beca para estudios de doctorado en investigación de la Secretaría Nacional de Ciencia,Tecnología e Innovación (SENACYT) y el Instituto para la Formación y Aprovechamiento de los Recursos Humanos (IFARHU) de la República de Panamá. Agradecemos el apoyo de directivos, profesores y alumnos de Educación Infantil del Colegio Maestro Ávila, Salamanca (España).

Financiadores

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Fuente de los datos: Dialnet