Recursos pedagógicos digitales: una mirada al desarrollo del pensamiento computacional en educandos del nivel secundario
Palabras clave:
Pensamiento computacional, Competencia digital, Scratch, Herramienta virtual, Plataforma educativaResumen
El pensamiento computacional y la competencia digital en los últimos años han revolucionado la academia mediante el software Scratch en el nivel de educación secundaria, razón por la cual el objetivo de estudio es verificar el desarrollo del pensamiento computacional y criterio de formación del mismo ente educando de séptimo año de educación general básica y docentes del mismo nivel, con sustento en las dimensiones del pensamiento computacional entre las cuales se refirió a: detección de errores, uso de instrucciones, operadores, reúso, identificación de patrones, abstracción y funcionamiento, secuencia, variables, para lo cual se empleó un paradigma pragmático de investigación de enfoque mixto, en la parte cuantitativa se empleó un cuasiexperimento con la aplicabilidad de un pretest y un postest con apoyo documental y de nivel explicativo, los resultados muestran de que existe una diferencia significativa en el desarrollo del pensamiento computacional entre los educandos que utilizan la aplicación Scratch dentro del proceso enseñanza y aprendizaje. Es por esto, que es necesario incorporar Scratch u otro tipo de software por bloques dentro del proceso educativo para desarrollar este tipo de pensamiento.
Palabras claves: Pensamiento computacional, Competencia digital, Scratch, Herramienta virtual, Plataforma educativa.
ABSTRACT
Computational thinking and digital competence in recent years have revolutionized the academy through the Scratch software at the secondary education level, which is why the study objective of this research was oriented towards verifying the development of computational thinking. and training criteria of the same entity educating in the seventh year of basic general education and teachers of the same level, based on the dimensions of computational thinking, among which he referred to: error detection, use of instructions, operators, reuse, identification of patterns, abstraction and operation, sequence, variables, for which a pragmatic research paradigm of a mixed approach was used, in the quantitative part a quasi-experiment was used with the applicability of a pre-test and a post-test with documentary support and explanatory level , the results show that there is a significant difference in the development or computational thinking among students who use the Scratch app in the teaching and learning process.
Keywords: Computational thinking, Digital competence, Scratch, Virtual tool, Educational platform.
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Fecha de recepción: 18 de enero de 2024.
Fecha de aceptación: 20 de marzo de 2024.
Fecha de publicación: 08 de abril de 2024.
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Derechos de autor 2024 Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa REICOMUNICAR. ISSN 2737-6354.
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