¿Aprender con robótica en Educación Primaria? Un medio de estimular el pensamiento computacional

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

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Año de publicación: 2020

Número: 21

Tipo: Artículo

DOI: 10.14201/EKS.22957 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education in the knowledge society (EKS)

Objetivos de desarrollo sostenible

Resumen

La tecnología ha transformado el escenario social incorporando estrategias, técnicas y métodos para obtener procesos educativos más significativos. Una de las principales iniciativas que se promueve es el fortalecimiento de habilidades y competencias sobre programación y pensamiento computacional. Este artículo evidencia el efecto de un programa formativo utilizando robótica educativa en la adquisición de habilidades de pensamiento computacional y programación en niños de corta edad. El diseño de la investigación es de tipo cuasi-experimental, con medidas pretest y postest, con grupo experimental y control. La muestra la integran 46 estudiantes del primer curso de Educación Primaria, con edades entre 6 y 7 años, pertenecientes a un centro educativo español. El pensamiento computacional se mide a través de las dimensiones: pensamiento algorítmico-secuencias, abstracción-patrones y depuración. Las actividades de aprendizaje utilizadas en las sesiones de intervención fueron una adaptación de las acciones formativas propuestas en el programa de estudio en robótica “TangibleK”. Los resultados obtenidos muestran efectos positivos en relación con el desempeño alcanzado por los participantes en las actividades desarrolladas. Lo que manifiesta un efecto significativo en el fortalecimiento de habilidades vinculadas al pensamiento computacional. Las diferencias encontradas entre las medidas pretest y postest del grupo experimental son estadísticamente significativas y superiores a las que presenta el grupo control. De esta forma se concluye que los participantes del programa formativo en robótica y programación obtienen un mayor avance en las tres dimensiones de la competencia computacional explorada. 

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Información de financiación

Secretaría Nacional de Ciencia, Tecnología e Innovación (SENACYT) e Instituto para la Formación y Aprovechamiento de los Recursos Humanos (IFARHU) de la República de Panamá. Agradecemos al personal directivo, profesores y estudiantes del primer nivel de Educación Primaria, Colegio Maestro Ávila, Salamanca (España).

Financiadores

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Fuente de los datos: Dialnet