Robots en la educación de la primera infancia: aprender a secuenciar acciones usando robots programables
DOI:
https://doi.org/10.5944/ried.24.1.27508Palabras clave:
robótica, programación, aprendizaje, pensamiento crítico, educación de la primera infanciaAgencias Financiadoras:
Secretaría Nacional de Ciencia Tecnología e Innovación (SENACYT), Instituto para la Formación y Aprovechamiento de los Recursos Humanos (IFARHU) de PanamáResumen
El incremento y avance tecnológico que experimenta la sociedad actualmente está impulsando el desarrollo de iniciativas educativas que integran actividades de enseñanza-aprendizaje para fomentar habilidades digitales asociadas a la programación y el pensamiento computacional como es la secuenciación de movimientos. En este trabajo se muestran algunos de los resultados que se obtuvieron con la realización de una experiencia de aprendizaje sobre el pensamiento computacional orientado a los niños en la educación temprana. En las actividades se efectuaron retos de programación utilizando el robot Bee-Bot®. El estudio contempló evaluaciones de tipo pretest/postest utilizando grupo control. La muestra de participantes fue de 40 estudiantes pertenecientes a un centro educativo, ubicado en Salamanca, España. Las actividades se desarrollaron en el curso 2018-2019. La recolección de datos sobre el dominio alcanzado por los estudiantes, en las evaluaciones desarrolladas, se efectuó mediante el uso de una rúbrica de evaluación. Los datos recolectados nos permitieron conocer la existencia de diferencias significativas en la capacidad de secuenciación de acciones a favor de los estudiantes que participaron de las actividades de aprendizaje con robots. Por otro lado, se pudo afirmar que no se encontraron diferencias asociadas al sexo de los participantes en relación con la programación y construcción de secuencias.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/27508/22031
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