Integración del Pensamiento Computacional en la educación primaria y secundaria en Latinoamérica: una revisión sistemática de literatura

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DOI: https://doi.org/10.6018/red.485321
Palabras clave: pensamiento computacional, conceptualizaciones, estrategias, educación primaria y secundaria

Resumen

El Pensamiento Computacional (PC) se ha consolidado como una línea de investigación internacional, sin embargo, en Latinoamérica son limitados los estudios que examinan su desarrollo e integración en la educación primaria y secundaria. El objetivo de este estudio fue analizar la integración del PC en la educación primaria y secundaria en Latinoamérica, a partir de una revisión sistemática de literatura de los estudios publicados entre 2006 y 2020. Los resultados se agruparon en dos categorías principales: las conceptualizaciones del PC y las estrategias usadas para la integración del PC. Se encontró que las conceptualizaciones se dividen en dos grupos: unas ligadas a las ciencias de la computación y otras en las que se entiende el PC como un recurso metodológico. Frente a las estrategias, se encontró que las más usadas en la región son la robótica educativa y la programación en lenguajes con bloques.

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Publicado
30-11-2021
Cómo citar
Quiroz-Vallejo, D. A., Carmona-Mesa, J. A. ., Castrillón-Yepes, A. ., & Villa-Ochoa, J. A. . (2021). Integración del Pensamiento Computacional en la educación primaria y secundaria en Latinoamérica: una revisión sistemática de literatura. Revista de Educación a Distancia (RED), 21(68). https://doi.org/10.6018/red.485321