Sentencia del Tribunal Constitucional n.º 118/2019, de 16 de octubre de 2019 [BOE n.º 279, 20-XI-2019]

  • Referencias
  • Cómo citar
  • Del mismo autor
  • Métricas

Angel-Fernandez, J. M., & Vincze, M. (2018). Introducing storytelling to educational robotic activities. IEEE Global Engineering Education Conference, EDUCON, 2018–April, 608–615. https://doi.org/10.1109/EDUCON.2018.8363286

Barr, D., Harrison, J., & Conery, L. (2011). Computational Thinking: A digital age skill for everyone. Learning and Leading with Technology, 38(6), 20-23.

Basogain-Olabe, X., Olabe-Basogain, M. Á., & Olabe-Basogain, J. C. (2015). Pensamiento Computacional a través de la Programación: Paradigma de Aprendizaje. Revista de Educación a Distancia (RED), 46(6), pp.1–33. https://doi.org/10.6018/red/46/6

Berrocoso, J., Sánchez, M., & Arroyo, M. (2015). El pensamiento computacional y las nuevas ecologías del aprendizaje. Red, 46, 1-18. https://doi.org/10.6018/red/46/3

Bers, M. U. (2012). Designing Digital Experiences for Positive Youth Development: From Playpen to Playground. Cary, NC: Oxford.

Bers, M. U. (2017). The Seymour test: Powerful ideas in early childhood education. International Journal of Child-Computer Interaction, 14, pp. 10–14. https://doi.org/10.1016/j.ijcci.2017.06.004

Bers, M. U. (2018). Coding, playgrounds and literacy in early childhood education: The development of KIBO robotics and ScratchJr. IEEE Global Engineering Education Conference, EDUCON, 2018–April, 2094–2102. https://doi.org/10.1109/EDUCON.2018.8363498

Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers and Education, 72, 145–157. https://doi.org/10.1016/j.compedu.2013.10.020

Bers, M., Seddighin, S., & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355-377.

Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 Annual Meeting of the American Educational Research Association (AERA) (pp. 1-25), Vancouver, Canada.

Campbell, D., & Stanley, J. (1993). Diseños experimentales y cuasiexperimentales en la investigación social. Buenos Aires: Amorrortu.

Cejka, E., Rogers, C., & Portsmore, M. (2006). Kindergarten robotics: using robotics to motivate math,science, and engineering literacy in elementary school. International Journal of Engineering Education, 22(4), 711–722.

Chalmers, C. (2018). International Journal of Child-Computer Interaction Robotics and computational thinking in primary school. International Journal of Child-Computer Interaction, 17, 93–100. https://doi.org/10.1016/j.ijcci.2018.06.005

Chiara, M., Lieto, D., Inguaggiato, E., Castro, E., Cecchi, F., Cioni, G., … Dario, P. (2017). Educational Robotics intervention on Executive Functions in preschool children : A pilot study. Computers in Human Behavior, 71, 16–23. https://doi.org/10.1016/j.chb.2017.01.018

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academic Press. 2da. Edición.

Di Lieto, M. C., Inguaggiato, E., Castro, E., Cecchi, F., Cioni, G., Dell’Omo, M., ... & Dario, P. (2017). Educational Robotics intervention on Executive Functions in preschool children: A pilot study. Computers in human behavior, 71, 16-23. https://doi.org/10.1016/j.chb.2017.01.018

García-Peñalvo, F.J., 2016. Una breve introducción a TACCLE 3 - Codificación del Proyecto Europeo. En 2016 Simposio Internacional sobre Computadoras en Educación (SIIE 16), F.J. García-Peñalvo y J.A. Mendes Eds. IEEE, EE.UU. http://dx.doi.org/10.1109/SIIE.2016.7751876

García-Peñalvo, F. J., & Mendes, A. J. (2018). Exploring the computational thinking effects in pre-university education. Computers in Human Behavior, 80, pp. 407–411. https://doi.org/10.1016/j.chb.2017.12.005

García-Peñalvo, F.J., Rees, A.M., Hughes, J., Jormanainen, I., Toivonen, T., & Vermeersch, J. (2016). A survey of resources for introducing coding into schools. Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (pp.19-26). Salamanca, Spain, November 2-4, 2016. New York: ACM. https://doi.org/10.1145/3012430.3012491

Autor/a (2014).

Autor/a (2019).

Autor/a (2017).

Autor/a (2018).

Goodgame, C. (2018). Beebots and Tiny Tots. In E. Langran, & J. Borup (Eds.). Society for Information Technology & Teacher Education International Conference (pp. 1179-1183). Association for the Advancement of Computing in Education (AACE).

Hernández Sampieri, R., Fernández-Collado. C., & Baptista-Lucio. P. (2014). Metodología de la investigación. México: McGraw-Hill Education.

Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, 52, 200-210. https://doi.org/10.1016/j.chb.2015.05.047

Karampinis, T. (2018). Robotics-based learning interventions and experiences from our implementations in the RobESL framework. International Journal of Smart Education and Urban Society, 9(1), 13-24. https://doi.org/cxnt.

Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood. Early Childhood Education Journal, 245–255. https://doi.org/10.1007/s10643-012-0554-5

Lee, K. T. H., Sullivan, A., & Bers, M. U. (2013). Collaboration by Design: Using Robotics to Foster Social Interaction in Kindergarten. Computers in the Schools, 30(3), 271–281. https://doi.org/10.1080/07380569.2013.805676

López, J. M. S., & Gutiérrez, R. C. (2017). Pensamiento computacional y programación visual por bloques en el aula de Primaria. Educar, 53(1), pp.129-146.

Misirli, A., & Komis, V. (2014). Research on e-Learning and ICT in Education. Research on E-Learning and ICT in Education, (January). https://doi.org/10.1007/978-1-4614-6501-0

Moreno, I., Muñoz, L., Serracín, J. R., Quintero, J., Pittí Patiño, K. y Quiel, J. (2012). La robótica educativa, una herramienta para la enseñanza-aprendizaje de las ciencias y las tecnologías. Revista Teoría de la Educación: Educación y Cultura en la Sociedad de la Información. 13(2), 74-90 Recuperado el 22 de junio de 2019 de http://campus.usal.es/~revistas_trabajo/index.php/revistatesi/article/view/9000/9245

Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study. International Journal of Mobile Learning and Organisation, 10(3), 187. https://doi.org/10.1504/ijmlo.2016.077867

Papert, S. (1980). Mindstorms. Children, computers and powerful ideas. New York: Basic Books.

Peinado, J. M. (2004). Enseñanza-aprendizaje en estrategias metacognitivas en niños de educación infantil. Universidad de Burgos.

Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. In M. Honey & D.E. Kanter (Eds.), Design, make, play: Growing the next generation of STEM innovators (pp.163-181). New York: Routledge.

Sanders, M (2009). “STEM, STEM Education, STEMmania”. The Technology Teacher. International Technology Education Association. December 2009, pp. 20-26.

Strawhacker, A., & Bers, M. U. (2018). Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study. European Journal of STEM Education, 3(3), 09. https://doi.org/10.20897/ejsteme/3869

Strawhacker, A., Lee, M., & Bers, M. U. (2018). Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. International Journal of Technology and Design Education, 28(2), 347–376. https://doi.org/10.1007/s10798-017-9400-9

Strawhacker, A., Sullivan, A., & Bers, M. U. (2013). TUI, GUI, HUI: Is a bimodal interface truly worth the sum of its parts? Proceedings of the 12th International Conference on Interaction Design and Children, 309–312. https://doi.org/10.1145/2485760.2485825

Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3–20. https://doi.org/10.1007/s10798-015-9304-5

Sullivan, A., Bers, M. U., & Mihm, C. (2017). Imagining, Playing, and Coding with KIBO: Using Robotics to Foster Computational Thinking in Young Children. Conference Proceedings of International Conference on Computational Thinking Education 2017, pp.110–115.

Sullivan, A., Kazakoff, E. R., & Bers, M. U. (2013). The Wheels on the Bot go Round and Round: Robotics Curriculum in Pre-Kindergarten. Journal of Information Technology Education: Innovations in Practice, 12, 203-219. Recuperado de http://www.jite.org/documents/Vol12/JITEv12IIPp203-219Sullivan1257.pdf

Thornton, R., Powell, Z., Marinus, E., Crain, S., & McArthur, G. (2018). Unravelling the Cognition of Coding in 3-to-6-year Olds: The development of an assessment tool and the relation between coding ability and cognitive compiling of syntax in natural language. In Proceedings of ACM International Computing Education Research (ICER) conference, Espoo, Finland, August 2018 (ICER), 9 pages. https://doi.org/10.1145/3230977.3230984

Villena-Taranilla, R., Cózar-Gutiérrez, R., Miguel Merino-Armero, J., & Antonio González-Calero, J. (2018). Computational Thinking Initiation. An experience with robots in Primary Education. Journal of Research in Science Mathematics and Technology Education, 1(2), 181–206. https://doi.org/10.31756/jrsmte.124

Wing, J.M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://bit.ly/2ASUK9Q

Wing, J.M. (2008). Computational thinking and thinking about computing. Philosophical Transactions. Series A, Mathematical, Physical, and Engineering Sciences, 366(1881), 3717-3725. https://doi.org/10.1098/rsta.2008.0118

Zapata-Ros, M. (2015). Pensamiento computacional: Una nueva alfabetización digital. RED, 46, 1-47. https://doi.org/10.13140/RG.2.1.3395.8883

Sentencia del Tribunal Constitucional n.º 118/2019, de 16 de octubre de 2019 [BOE n.º 279, 20-XI-2019]. (2020). AIS: Ars Iuris Salmanticensis, 8(1), 335-340. https://revistas.usal.es/cuatro/index.php/ais/article/view/23881

Biografía del autor/a

Miguel Ángel Gómez Salado

Universidad de Málaga

Investigador Postdoctoral Contratado 

Acreditado como Profesor Contratado Doctor por la ANECA

Departamento de Derecho del Trabajo y de la Seguridad Social

 

+ −