Involucrando a los niños de educación primaria en el Pensamiento Computacional: diseñando y desarrollando videojuegos
Resumen Este artículo presenta los resultados de un proyecto sobre Pensamiento Computacional en niños de primaria. Durante el proyecto, llamado Computational Thinking for children education, 81 estudiantes de una escuela primaria en Italia se han orientado al diseño y desarrollo de juegos de computadora a través de la plataforma de desarrollo de juegos Microsoft Kodu. Se han propuesto diferentes actividades a los niños con el objetivo de promover habilidades de Pensamiento Computacional. Se ha adoptado un enfoque narrativo a lo largo del proyecto. Los resultados preliminares de la experiencia educativa resaltan que la adopción del aprendizaje narrativo y la reproducción física de objetos de programación manipulativos proporcionan una oportunidad para el desarrollo de habilidades de Pensamiento Computacional. Además, la constancia durante el proceso de aprendizaje afecta la adquisición de habilidades de desarrollo del juego; finalmente, el diseño e implementación de juegos de computadora usando Kodu ha tenido una influencia positiva significativa en la percepción de la programación de computadoras.
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Bau, D., Gray, J., Kelleher, C., Sheldon, J., & Turbak, F. (2017). Learnable programming: blocks and beyond. Communications of the ACM, 60(6), 72-80. https://doi.org/10.1145/3015455
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Chiazzese, G., & Laganà, M. R. (2011). Online learning with virtual puppetry. Journal of e-Learning and Knowledge Society 7(3), 121-129. https://doi.org/10.20368/1971-8829/557
Chiazzese, G., Cafari, A. M., Taibi, D., & Fulantelli, G. (2015). EduCodeGame - Risolvere problemi di matematica con Kodu: uno studio Pilota. Proceedings of Teach Different! EMEMITALIA conference.
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García-Peñalvo, F. J., Reimann, S., 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. https://doi.org/10.5281/zenodo.165123
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Harms, K. J., Balzuweit, E., Chen, J., & Kelleher, C. (2016). Learning programming from tutorials and code puzzles: Children’s perceptions of value. In Proceedings of the 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 59-67). USA: IEEE. http://doi.org/10.1109/VLHCC.2016.7739665
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Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming. Computer Human Behaviour. 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
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Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM 52(11), 60-67. https://doi.org/10.1145/1592761.1592779
Schnepf, S. V. (2007). Immigrants’ educational disadvantage: an examination across ten countries and three surveys. Journal of Population Economics, 20(3), 527-545. https://doi.org/10.1007/s00148-006-0102-y
Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
Szurmak, J., & Mindy, T. (2013). Tell me a story: The use of narrative as a tool for instruction. In Imagine, Innovate, Inspire: The Proceedings of the ACRL 2013 Conference (pp. 546-552). Indianapolis, IN, USA: ACRL.
Touretzky, D. S. (2014). Teaching Kodu with physical manipulatives. ACM Inroads 5(4), 44-51. https://doi.org/10.1145/2684721.2684732
Touretzky, D. S., Marghitu, D., Ludi, S., Bernstein, D., & Ni, L. (2013). Accelerating K-12 computational thinking using scaffolding, staging, and abstraction. In Proceeding of the 44th ACM technical symposium on Computer science education, SIGCSE ‘13 (Denver, Colorado, USA — March 06 - 09, 2013) (pp. 609-614). USA: ACM. https://doi.org/10.1145/2445196.2445374
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society a-Mathematical Physical and Engineering Sciences, 366(1881), 3717-3725.
Xia, N. (2010). Family factors and student outcomes. Ph.D. Dissertation. Pardee RAND Graduate School, Santa Monica, CA. Retrieved 26 April 2018 from https://www.rand.org/pubs/rgs_dissertations/RGSD256.html
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54. https://doi.org/10.1145/1929887.1929905
Bau, D., Gray, J., Kelleher, C., Sheldon, J., & Turbak, F. (2017). Learnable programming: blocks and beyond. Communications of the ACM, 60(6), 72-80. https://doi.org/10.1145/3015455
Becker, G., & Tomes, N. (1986). Human capital and the rise and fall of families. Journal of Labor economics, 4(3), S1-S39. https://doi.org/10.1086/298118
Chiazzese, G., & Laganà, M. R. (2011). Online learning with virtual puppetry. Journal of e-Learning and Knowledge Society 7(3), 121-129. https://doi.org/10.20368/1971-8829/557
Chiazzese, G., Cafari, A. M., Taibi, D., & Fulantelli, G. (2015). EduCodeGame - Risolvere problemi di matematica con Kodu: uno studio Pilota. Proceedings of Teach Different! EMEMITALIA conference.
Code. (2017). Hour of Code website. Retrieved 26 April 2018 from http://code.org/learn
De Beni, R., & Gruppo MT. (1995). “Q1 ELEMENTARI” - Prove per la compilazione del profilo iniziale del nuovo documento di valutazione. Organizzazioni Speciali.
Fowler, A., Fristce, T., & MacLauren, M. (2012). Kodu game lab: A programming environment. The computer Games Journal 1(1), 17-28. https://doi.org/10.1007/BF03392325
García-Peñalvo, F. J. (2016). What computational thinking is. Journal of Information Technology Research, 9(3), v-viii.
García-Peñalvo, F. J., Reimann, S., 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. https://doi.org/10.5281/zenodo.165123
García-Peñalvo, F. J., & Mendes, J. A. (2018). Exploring the computational thinking effects in preuniversity education. Computers in Human Behavior, 80, 407-411. https://doi.org/10.1016/j.chb.2017.12.005
Harms, K. J., Balzuweit, E., Chen, J., & Kelleher, C. (2016). Learning programming from tutorials and code puzzles: Children’s perceptions of value. In Proceedings of the 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 59-67). USA: IEEE. http://doi.org/10.1109/VLHCC.2016.7739665
Haveman, R., & Wolfe, B. (1995). The determinants of children’s attainments: a review of methods and findings. Journal of Economic Literature 33(4), 1829–1878.
IWG, (2010). Computational Thinking for Youth, Education Development Center, Inc. Newton, MA.
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming. Computer Human Behaviour. 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160, 92-106. https://doi.org/10.1016/j.jecp.2017.03.013
Perkovi, L., Settle, A., Hwang, S. and Jones, J. (2010). A Framework for Computational Thinking across the Curriculum. In Proceedings of the 2010 Conference on Innovation and Technology in Computer Science Education, (pp. 123-127). https://doi.org/10.1145/1822090.1822126
Pinto-Llorente, A. M., Casillas-Martín, S., Cabezas-González, M., & García-Peñalvo, F. J. (2018). Building, coding and programming 3D models via a visual programming environment. Quality & Quantity, In Press https://doi.org/10.1007/s11135-017-0509-4.
Repenning, A., Basawapatna, A. R., & Escherle, N. A. (2017). Principles of Computational Thinking Tools. In P. Rich, & C. Hodges (Eds.), Proceedings of Emerging Research, Practice, and Policy on Computational Thinking (pp. 291-305). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-52691-1_18
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: programming for all. Communications of the ACM 52(11), 60-67. https://doi.org/10.1145/1592761.1592779
Schnepf, S. V. (2007). Immigrants’ educational disadvantage: an examination across ten countries and three surveys. Journal of Population Economics, 20(3), 527-545. https://doi.org/10.1007/s00148-006-0102-y
Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
Szurmak, J., & Mindy, T. (2013). Tell me a story: The use of narrative as a tool for instruction. In Imagine, Innovate, Inspire: The Proceedings of the ACRL 2013 Conference (pp. 546-552). Indianapolis, IN, USA: ACRL.
Touretzky, D. S. (2014). Teaching Kodu with physical manipulatives. ACM Inroads 5(4), 44-51. https://doi.org/10.1145/2684721.2684732
Touretzky, D. S., Marghitu, D., Ludi, S., Bernstein, D., & Ni, L. (2013). Accelerating K-12 computational thinking using scaffolding, staging, and abstraction. In Proceeding of the 44th ACM technical symposium on Computer science education, SIGCSE ‘13 (Denver, Colorado, USA — March 06 - 09, 2013) (pp. 609-614). USA: ACM. https://doi.org/10.1145/2445196.2445374
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society a-Mathematical Physical and Engineering Sciences, 366(1881), 3717-3725.
Xia, N. (2010). Family factors and student outcomes. Ph.D. Dissertation. Pardee RAND Graduate School, Santa Monica, CA. Retrieved 26 April 2018 from https://www.rand.org/pubs/rgs_dissertations/RGSD256.html
Chiazzese, G., Fulantelli, G., Pipitone, V., & Taibi, D. (2018). Involucrando a los niños de educación primaria en el Pensamiento Computacional: diseñando y desarrollando videojuegos. Education in the Knowledge Society (EKS), 19(2), 63–81. https://doi.org/10.14201/eks20181926381
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