Metodología para el desarrollo del pensamiento computacional en tiempos de COVID-19 - [Methodology for the development of Computational Thinking in times of COVID-19]

Herrero-Álvarez, Rafael; Leon, C. Vargas-de; Miranda, Gara; Segredo, Eduardo; Socas, O.; García, Laura; Díaz, Yolanda

doi:10.26754/cinaic.2021.0051

Cited by 1 publication

(1 citation statement)

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“…In addition, it has been shown that Computational Thinking is an effective way by which it is possible to approach and increase the interest of girls in Computer Science (Seneviratne, 2017). Some authors have supported the idea of introducing Computational Thinking in pre-university studies as a way of improving students' notion of Computer Science (Funke et al, 2016;Herrero-Álvarez et al, 2023;Herrero-Álvarez et al, Jan 2021;Herrero-Álvarez et al, Oct 2021;Lye & Koh, 2014). Also, some experiments have confirmed that giving students a course in which they practice programming through a gaming environment using a robot increases the prospects of providing effective programming education to elementary students (Shim et al, 2017), or that the students' inadequate background knowledge of this field could be improved by teaching programming to children and teenagers at schools (Resnick et al, 2009), but for this to happen, it is necessary to foster the dialogue between the communities of primary and higher education (Medeiros et al, 2019), in addition to training the relevant teachers in pre-university education (Kalogiannakis & Papadakis, 2017).…”

Section: Introductionmentioning

confidence: 99%

What Emotions do Pre-university Students Feel when Engaged in Computational Thinking Activities?

Herrero-Álvarez,

León,

Miranda

et al. 2023

IJCSES

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Emotions affect how we acquire knowledge, being one of the causes of the demotivation generated at the time of studying a new field. Computer Science does not always pique the interest of young people, so we carry out an analysis of emotions that are present in primary and secondary school students, around 8-9 years old and 12-13 years old, who engage in Computational Thinking activities, considering the educational level, gender, and type of intervention, to understand why this lack of interest. The sessions were based on 1 hour of face-to-face class in which activities related to Computational Thinking were carried out. The instrument used to measure emotions was the Developmental Channels Questionnaire which includes 13 different emotions that students must answer using the Likert scale from 0 to 10. The emotions felt have been mostly positive and ambiguous, while negative emotions have a low intensity, particularly in primary education. Regarding the educational level, there are differences between girls and boys only in the secondary education, while in the primary they are no significant. Also, girls show an evolution when carrying out this type of activity, while boys do not change.

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