Recursión y resolución de problemas a través de Mouse2Cheese

• Carlos Francisco Corraliza ^[1] ; Liliana Patricia Santacruz Valencia ^[1]
  1. [1] Universidad Rey Juan Carlos

     Universidad Rey Juan Carlos

     Madrid, España

     
• Localización: IE Comunicaciones: Revista Iberoamericana de Informática Educativa, ISSN-e 1699-4574, Nº. 32 (Julio-Diciembre), 2020, págs. 25-33
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Actualmente no existe consenso respecto a la forma en la que el pensamiento computacional debe desarrollarse, en primer lugar por la falta de claridad y aceptación en cuanto a la propia definición y en segundo lugar por la falta de una didáctica específica para ello. Sin embargo, en los últimos años se han llevado a cabo numerosos intentos por introducirlo en diferentes niveles educativos y sus beneficios han sido ampliamente documentados. Esto ha motivado la realización de Mouse2Cheese, una aplicación basada en realidad aumentada, orientada a trabajar dos pilares básicos de pensamiento computacional: la recursión y la resolución de problemas, en el aula de Educación Primaria. Con ello se quiere aportar un granito de arena en el espectro de formación en pensamiento computacional, para lo cual en este artículo se describe su funcionalidad y las pautas para su aplicación en el aula.

  • English

    Nowadays there is no consensus about how computational thinking should be developed, firstly because of the lack of clarity and acceptance of the definition itself and secondly because of the lack of specific didactics for it. However, in recent years there has been numerous attempts to introduce it at different levels of education and its benefits has been widely documented. It has motivated the creation of Mouse2Cheese, an application based on augmented reality, oriented to work two basic pillars of computational thinking: recursion and problem solving, in the classroom of Primary Education. With this we want to contribute a grain of sand in the spectrum of training in computational thinking, for which in this article we describe its functionality and the guidelines for its use in the classroom.

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