Impacto de una formación intensiva en programación en el desarrollo del Pensamiento Computacional en futuros/as maestros/as
DOI:
https://doi.org/10.5944/ried.27.1.37672Palavras-chave:
pensamiento computacional, lenguajes de programación, formación de profesores, evaluaciónResumo
Formar a los profesores en formación en su propio pensamiento computacional (PC) es fundamental para construir con ellos el discurso de la didáctica del PC y su inclusión en el aula con niños de educación infantil y primaria. Esta investigación plantea posibles soluciones a ese reto y analiza los resultados de una intervención llevada a cabo con 71 alumnos de dos cohortes diferentes de 2.º curso de los grados de magisterio. Dicha intervención se fundamenta en la práctica intensiva de programación por bloques visuales en un proyecto de Scratch durante una primera parte de una asignatura semestral. Analizados los niveles previo y posterior de PC (estrategia pre-experimental) por medio de una prueba estandarizada para su medición (Test PC), se confirma que la experiencia formativa intensiva permite a todos/as los/as futuros/as maestros/as alcanzar un nivel suficiente de PC, independientemente de su experiencia previa en programación y de su nivel inicial de PC (todos acaban aprendiendo, sea aumentando su nivel de PC, sea mejorando su eficiencia). Por otro lado, medidos los resultados de aprendizaje en el proyecto de Scratch, vemos una relación clara entre un nivel alto de PC resultante (POST) y un buen desempeño en la tarea de aprendizaje de programación por bloques, lo que evidencia que el proyecto de Scratch ayuda a desarrollar el PC de los/as futuros/as maestros/as.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/37672/28030
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