Implementación y formación del profesorado de educación primaria en pensamiento computacional: una revisión sistemática
DOI:
https://doi.org/10.5944/ried.27.1.37572Palabras clave:
pensamiento computacional, educación primaria, formación de profesores, formación inicial del profesorado, formación permanente del profesoradoResumen
El pensamiento computacional engloba procesos mentales que propician soluciones automatizadas a problemas específicos. Su integración en la educación primaria se sustenta en la mejora de habilidades resolutivas y adaptación al entorno digital. No obstante, la formación del profesorado y las estrategias eficaces para su implementación en aulas son aún ambiguas. Estas inquietudes se abordan en esta revisión sistemática, destacando la influencia de la práctica escolar en la configuración de planes de estudio de educación. Esta investigación examina la implementación del pensamiento computacional y la formación del profesorado en la etapa de educación primaria. Inicialmente, se identificaron 428 estudios en Scopus y Web Of Science, reduciéndose a 24 estudios empíricos publicados entre 2006 y 2023 tras aplicar los criterios de elegibilidad y la evaluación de calidad. Los resultados indican que muchos docentes intentan incorporar el pensamiento computacional sin suficiente formación. La programación de robots prevalece como estrategia principal y es la más demandada en la formación, mientras que el empleo de actividades desconectadas es limitado. No obstante, antes de promover el pensamiento computacional en primaria, se requiere mayor investigación, especialmente en los primeros cursos. Se insta a las Facultades de Educación a liderar el diseño y evaluación de programas de formación del profesorado, ofreciéndose pautas al respecto. La integración exitosa del pensamiento computacional en educación primaria demanda enfoques pedagógicos más sólidos respaldados por una formación docente adecuada.
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