Cómo mejorar el pensamiento computacional: un estudio de caso
Resumen Una de las mejores habilidades para todos, por ahora y para el futuro, es la resolución de problemas. El pensamiento computacional es la manera de ayudarnos a desarrollar esa habilidad. El pensamiento computacional se puede definir como un conjunto de habilidades para la resolución de problemas basadas en técnicas informáticas. El pensamiento computacional es necesario en todas partes y será la clave del éxito en casi todas las carreras, no solo para un científico, sino también para muchos profesionales, como médicos, abogados, docentes o agricultores. Para muchos problemas, es una buena idea hacer un plan para su resolución utilizando algunas de las técnicas de la informática, tales como: descomponer un problema complejo en partes más pequeñas que sean más manejables y fáciles de entender, o resolver—descomposición; buscando similitudes entre y dentro de problemas y otras experiencias—reconocimiento de patrones; centrándose solamente en la información importante y eliminando las diferencias específicas para que una solución funcione para múltiples problemas: abstracción; desarrollando una solución paso a paso al problema: algoritmos. Este plan puede ser utilizado por todos, independientemente de su área de conocimiento, tarea o edad. Es esencial que estas técnicas se practiquen y desarrollen muy temprano. Los proyectos de masificación del pensamiento computacional y la codificación están comenzando a implementarse en nuestro sistema educativo en Portugal. La mayoría de los estudiantes del primer año del curso de Ingeniería Informática, del IPG, en su mayoría no tuvieron la oportunidad de desarrollar el pensamiento computacional a lo largo de su vida estudiantil. En este artículo, presentamos los resultados de un estudio de caso usando instrucciones “da y sigue” para mejorar sus capacidades en el pensamiento computacional.
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App Inventor for Educators – MIT App Inventor Educators Community. (n.d.). Retrieved July 6, 2017, from http://teach.appinventor.mit.edu/
Blockly | Google Developers. (n.d.). Retrieved July 6, 2017, from https://developers.google.com/blockly/
CodeCombat - Learn how to code by playing a game. (n.d.). Retrieved July 5, 2017, from https://codecombat.com/
Coding for Kids | Tynker. (n.d.). Retrieved July 5, 2017, from https://www.tynker.com/Computer Science Education Week. (n.d.). Retrieved July 5, 2017, from https://csedweek.org/
Computer Science Unplugged. (n.d.). Retrieved July 5, 2017, from http://csunplugged.org/Computing At School. (n.d.). Retrieved July 6, 2017, from http://www.computingatschool.org.uk/
Cooper, S., Wang, K., Israni, M. & Sorby, S. (2015). Spatial Skills Training in Introductory Computing. Proceedings of the Eleventh Annual International Conference on International Computing Education Research, 13-20. http://doi.org/10.1145/2787622.2787728
Cubetto: A robot teaching kids code & computer programming. (n.d.). Retrieved August 6, 2017, from https://www.primotoys.com/
Denny, P., Luxton-Reilly, A. & Simon, B. (2008). Evaluating a new exam question: Parsons problems. Proceedings of the Fourth International Workshop on Computing Education Research, 113-124. http://doi.org/10.1145/1404520.1404532
Ericson, B. J. (2014). Adaptive Parsons Problems with Discourse Rules. Icer ’14, 145-146. http://doi.org/10.1145/2632320.2632324
Falomir, Z. (2016). Towards A Qualitative Descriptor for Paper Folding Reasonin. In Proc. of the 29th International Workshop on Qualitative Reasoning (QR’16). New York, USA.
Figueiredo, J., Gomes, N. & García-Peñalvo, F. J. (2016). Ne-course for learning programming. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM ’16 (pp. 549–553). New York, New York, USA: ACM Press. http://doi.org/10.1145/3012430.3012572
Fincher, S., Baker, B., Box, I., Cutts, Q., Raadt, M. De, Haden, P., … Tutty, J. (2005). Computer Science at Kent programming courses, (1).
García-Peñalvo, F. J. (2016a). A brief introduction to TACCLE 3 – Coding European Project. In F. J. García-Peñalvo & J. A. Mendes (Eds.), 2016 International Symposium on Computers in Education (SIIE16). USA: IEEE. http://doi.org/10.1109/SIIE.2016.7751876
García-Peñalvo, F. J. (2016b). Proyecto TACCLE3 – Coding. In F. J. García-Peñalvo & J. A. Mendes (Eds.), XVIII Simposio Internacional de Informática Educativa, SIIE 2016 (pp. 187-189). Salamanca, España: Ediciones Universidad de Salamanca.
García-Peñalvo, F. J. (2016c). What Computational Thinking Is. Journal of Information Technology Research, 9(3), v-viii.
García-Peñalvo, F. J. & Cruz-Benito, J. (2016). Computational thinking in pre-university education. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM ’16 (pp. 13-17). New York, New York, USA: ACM Press. http://doi.org/10.1145/3012430.3012490
García-Peñalvo, F. J., Hughes, J., Rees, A., Jormanainen, I., Toivonen, T., Reimann, D., . . . Virnes, M. (2016). Evaluation of existing resources (study/analysis). Belgium: TACCLE3 Consortium. http://doi.org/10.5281/zenodo.163112
García-Peñalvo, F. J., Llorens Largo, F., Molero Prieto, X. & Vendrell Vidal, E. (2017). Educación en Informática sub 18 (EI<18). ReVisión, 10(2), 13-18.
García-Peñalvo, F. J., Reimann, D., Tuul, M., Rees, A. & Jormanainen, I. (2016). An overview of the most relevant literature on coding and computational thinking with emphasis on the relevant issues for teachers. Belgium: TACCLE3 Consortium. http://doi.org/10.5281/zenodo.165123.
Greenfoot | About Greenfoot. (n.d.). Retrieved July 7, 2017, from https://www.greenfoot.org/overview
Home - Barefoot Computing Barefoot Computing. (n.d.). Retrieved July 5, 2017, from https://barefootcas.org.uk/
Israel, M., Wherfel, Q. M., Pearson, J., Shehab, S. & Tapia, T. (2015). Empowering K-12 Students with Disabilities to Learn Computational Thinking and Computer Programming. TEACHING Exceptional Children, 48(1), 45-53. http://doi.org/10.1177/0040059915594790
Jaeger, A. J., Wiley, J., Pellegrino, J., Zinsser, K., Stieff, M. & Moher, T. (2015). What Does the Punched Holes Task Measure?
Khan Academy | Free Online Courses, Lessons & Practice. (n.d.). Retrieved July 5, 2017, from https://www.khanacademy.org/
Lightbot. (n.d.). Retrieved July 5, 2017, from https://lightbot.com/flash.html
LiveCode Ltd. (n.d.). LiveCode in Education | LiveCode. Retrieved July 6, 2017, from https://livecode.com/products/livecode-platform/livecode-in-education/
Llorens Largo, F., García-Peñalvo, F. J., Molero Prieto, X. & Vendrell Vidal, E. (2017). La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios. Education in the Knowledge Society, 18(2), 7-17. http://doi.org/10.14201/eks2017182717
Microsoft Touch Develop - create apps everywhere, on all your devices! (n.d.). Retrieved July 6, 2017, from https://www.touchdevelop.com/
MIT App Inventor. (n.d.). Retrieved July 5, 2017, from http://ai2.appinventor.mit.edu/
Morrison, B. B., Margulieux, L. E., Ericson, B. & Guzdial, M. (2016). Subgoals Help Students Solve Parsons Problems. Proceedings of the 47th ACM Technical Symposium on Computing Science Education, 42-47. http://doi.org/10.1145/2839509.2844617
Mselle, L. J. & Twaakyondo, H. (2012). The impact of Memory Transfer Language (MTL) on reducing misconceptions in teaching programming to novices. International Journal of Machine Learning and Applications, 1(1), 1-6. http://doi.org/10.4102/ijmla.v1i1.3
National Research Council. (2012). A Framework for K-12 Science Education. Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: National Academies Press. http://doi.org/10.17226/13165
Nestojko, J. F., Bui, D. C., Kornell, N. & Bjork, E. L. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory & Cognition, 42(7), 1038-1048. http://doi.org/10.3758/s13421-014-0416-z
Pinto-Llorente, A. M., Casillas-Martín, S., Cabezas-González, M. & García-Peñalvo, F. J. (2017). Building, coding and programming 3D models via a visual programming environment. Quality & Quantity, In Press. http://doi.org/10.1007/s11135-017-0509-4
Programming for Kids | Kodable. (n.d.). Retrieved July 5, 2017, from https://www.kodable.com/
Scratch - Imagine, Program, Share. (n.d.). Retrieved July 5, 2017, from https://scratch.mit.edu/
Simon, Fincher, S., Robins, A., Baker, B., Box, I., Cutts, Q., … Tutty, J. (2006). Predictors of success in a first programming course. Proceedings of the 8th Austalian Conference on Computing Education - Volume 52, 189-196. http://doi.org/10.1145/953051.801357
Snap! (Build Your Own Blocks) 4.0. (n.d.). Retrieved July 10, 2017, from http://snap.berkeley.edu/index.html
STEM. (n.d.). Retrieved July 6, 2017, from https://www.stem.org.uk/
Study, N. E. (2012). An Overview of Tests of Cognitive Spatial Ability. 66th EDGD Mid-Year Conference Proceedings. Retrieved from https://goo.gl/YwnYrv
Taccle 3 – Supporting primary teachers to teach coding. (n.d.). Retrieved July 5, 2017, from http://www.taccle3.eu/en/
techliteracy. (n.d.). Retrieved July 6, 2017, from https://techliteracy.co.uk/
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. http://doi.org/10.1145/1118178.1118215
Quitério Figueiredo, J. A. (2017). Cómo mejorar el pensamiento computacional: un estudio de caso. Education in the Knowledge Society (EKS), 18(4), 35–51. https://doi.org/10.14201/eks20171843551
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