Coding and educational robotics and their relationship with computational and creative thinking. A compressive review.

Raidell Avello; Jari Lavonen; Miguel Zapata-Ros

doi:10.6018/red.413021

Autores/as

Raidell Avello Universidad de Cienfuegos https://orcid.org/0000-0001-7200-632X
Jari Lavonen University of Helsinki https://orcid.org/0000-0003-2781-7953
Miguel Zapata-Ros Universidad de Murcia https://orcid.org/0000-0003-4185-5024

DOI: https://doi.org/10.6018/red.413021

Palabras clave: coding, robóticaa educativa, pensamiento computacional, pensamiento computacional desenchufado

Resumen

Nuevas herramientas tecnológicas, servicios basados en tecnología y soporte se están introduciendo en nuestra vida diaria más rápido que nunca. Entre estos avances tecnológicos, la tecnología robótica ha aumentado dramáticamente en los últimos años, así como su inclusión en la educación. El propósito del trabajo es ofrecer una revisión compresiva sobre las definiciones de pensamiento computacional y creativo y su medición, además, su relación con la codificación y la robótica educativa. La revisión se basa en los artículos más citados publicados en los últimos 10 años, recuperados de Google Scholar y otras bases de datos prestigiosas. La revisión ha demostrado que, con el uso de kits de codificación y robótica, generalmente no hay una forma correcta de resolver un desafío, y el pensamiento computacional y creativo está relacionado para encontrar una solución eficiente y buena a los problemas. No tener una respuesta correcta pero múltiples formas de abordar un problema es una experiencia con la que muchos maestros no están familiarizados. Es por eso que se necesita más investigación científica a este respecto, en términos de intervenciones exitosas que muestren evidencia y buenas prácticas que sirvan como capacitación y guíen a los maestros.

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Biografía del autor/a

Raidell Avello, Universidad de Cienfuegos

Profesor Titular, Departamento de Informática.

Grupo de Investigación sobre Tecnologías EMergentes para el Aprendizaje (GITEM@)

Universidad de Cienfuegos, Cuba.

Jari Lavonen, University of Helsinki

Professor of Physics and Chemistry Education at the University of Helsinki, Finland. He is a director of National Teacher Education Forum and member of the steering committee of the Finnish Education Evaluation Centre. He is a visiting professor at the Michigan State University and University of Johannesburg. He has been researching science and technology education and teacher education for the last 31 years and his main research interests are science and technology teaching and learning, curriculum development, teacher education and use of ICT in education. He has published altogether 150 refereed scientific papers in journals and books, 140 other articles and 160 books for either science teacher education or for science education. He has been active in international consulting, for example, involving the renewal of teacher education for example in Norway, Peru and South Africa.

Miguel Zapata-Ros, Universidad de Murcia

PhD in Computer Science Honorary Professor at the University of Murcia. Spain.
Electromagnetism and Electronics Department. Editor of RED. Revista de Educación a Distancia.

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