Una aventura digital que combina ABP y TIC para introducir el pensamiento computacional en secundaria

• Francisco J. Benjumeda Muñoz ^[2] ; Isabel M. Romero Albaladejo ^[1]
  1. [1] Universidad de Almería

     Universidad de Almería

     Almería, España

     
  2. [2] IES El Parador
• Localización: Educación y sociedad: claves interdisciplinares / coord. por Delfín Ortega Sánchez , Alexander López Padrón, 2023, ISBN 978-84-10054-35-6, págs. 158-169
• Idioma: español
• Enlaces
  • Texto Completo Libro
• Resumen

  • The profound changes proposed by the EU and the Spanish education system demand the use ofmodels like Project-Based Learning (PBL), whose characteristics foster the improvement of key competences in students. The PBL model favours the integration of technology and the teaching of mathematics witha STEM approach, including the development of digital competence and of Computational Thinking (CT).When PBL is combined with strategies like gamification in digital environments, it also allows to increase theinterest and motivation of students by generating experiences of flow. Under the paradigm of design research,this study presents a teaching experiment developed in a class of 13-14 year-old students by their mathematics teacher and university researchers. It describes a didactical proposal, designed in the format of a digitaladventure, which integrates game techniques in a PBL model. It is aimed at promoting and assessing the development of key competences, computational thinking and intrinsic motivation in students. The data analysiscarried out, after its implementation in the classroom, agrees with other studies on the potential of this kind ofdesigns to improve students’ competences and to increase their motivation and interest about mathematical activity. In addition, the study shows that most students reached adequate levels in the dimensions of CT: logicalreasoning, algorithm generation, decomposition, generalisation and abstraction

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