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Integración del pensamiento computacional en la educación primaria y secundaria en Latinoamérica: una revisión sistemática de literatura

  • Quiroz-Vallejo, Daniel Andrés [1] ; Carmona-Mesa, Jaime Andrés ; Castrillón-Yepes, Alexander ; Villa-Ochoa, Jhony Alexander
    1. [1] Universidad de Antioquia

      Universidad de Antioquia

      Colombia

  • Localización: RED: revista de educación a distancia, ISSN-e 1578-7680, Vol. 21, Nº. 68, 2021 (Ejemplar dedicado a: La educación en Matemáticas, Pensamiento Computacional y STEM apoyada por la tecnología digital. Su diseño instruccional. El principio de activación)
  • Idioma: español
  • DOI: 10.6018/red.485321
  • Títulos paralelos:
    • Integration of Computational Thinking in Elementary and Secondary School in Latin America: a systematic literature review
  • Enlaces
  • Resumen
    • español

      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.

    • English

      Computational Thinking (CT) became established as a line of international research, however, in Latin America there are limited studies that examine its development and integration in elementary and secondary school. The objective of this study was to analyze the integration of CT in elementary and secondary school education in Latin America, based on a systematic literature review of studies published between 2006 and 2020. The results were grouped into two main categories: conceptualizations of CT and strategies to integrate CT. It was found that conceptualizations are divided into two groups, those related to computer science and others in which CT is understood as a methodological resource. Regarding strategies, it was found that educational robotics and programming in block languages are the most used in the region.

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