El día del juicio final: Activando actividades de pensamiento computacional con la cultura popular


  • Tonia Dousay
DOI: https://doi.org/10.6018/red.485621
Palabras clave: STEM learning, learning design, activation principle, situational interest, computational thinking


El interés como construcción de aprendizaje proporciona más que inspiración para la innovación. Dewey reconoció el papel del interés como una herramienta poderosa para involucrar a los estudiantes. Sin embargo, a pesar de los esfuerzos contemporáneos por estudiar el fenómeno, pocos diseños de aprendizaje reconocen este potencial. El presente artículo presenta un marco conceptual para la integración de la cultura popular en STEM, utilizando las competencias de pensamiento computacional como un mecanismo crítico y un contexto para la aplicación y las pruebas. El interés contribuye a la motivación a través de la autorregulación, y la autorregulación tiene el poder de mejorar el ciclo de logro e interés en el aprendizaje. A través de este marco, el Principio de activación de Merrill brinda orientación sobre por qué y cómo debemos atender este ciclo. Al evocar recuerdos positivos relacionados con los intereses del alumno, podemos mejorar otras etapas del aprendizaje desconectadas de la experiencia de aprendizaje inicial. Los educadores y académicos de STEM pueden usar este marco y diseñar y evaluar con confianza actividades de aprendizaje dirigidas al desarrollo del pensamiento computacional utilizando los medios y la cultura populares.


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Cómo citar
Dousay, T. (2021). El día del juicio final: Activando actividades de pensamiento computacional con la cultura popular. Revista de Educación a Distancia (RED), 21(68). https://doi.org/10.6018/red.485621