(Evaluación de las habilidades de Pensamiento Computacional: Revisión sistemática de la literatura)
Autores/as:
Muñoz, Rene Fabián Zúñiga and Alegría, Julio Ariel Hurtado and Robles, Gregorio
Resumo:
Context In many countries, it is now important to integrate learning-oriented views to foster computational thinking (CT) in the classroom. This has inspired ideas for new lesson plans, instructional strategies, teacher guidance, and, most importantly, new approaches to grading these skills. Aim: This article presents the results of a systematic review initially focused on identifying the various ways of assessing CT in school and their relationship to relevant CT skills. Method: We conducted a systematic review of the literature to assess CT in schools. This review applied a semi-automatic search for specific terms within the selected papers. These terms came from the analysis of several established definitions of CT. Results: We present a set of the most representative competencies and concepts developed in various experiences, in which the main topic is the assessment of CT, as well as some that have not been developed and that may be the subject of future works. Conclusions: The evaluation of CT in the school requires multiple approaches; it is a challenge to have a single method or strategy to evaluate everything that CT implies.
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(Pensamiento Algorítmico y extensión de su definición para Desarrolladores de Software en Formación: un Mapeo Sistemático de Literatura)
Autores/as:
Jiménez Toledo, Javier Alejandro and Collazos, César A. and Ortega, Manuel and Ramos, Deixy Ximena
Resumo:
This paper exhibits a systematic literature mapping of the considerations required to develop algorithmic thinking in a first course in computer programming (CS1) in university academic programs in computing. In the methodological process of this study, 5 stages were proposed: research questions, search, selection, quality assessment and synthesis extraction. In this way, 5 guiding questions were drawn, 136 articles generated by the search stage were analyzed and the synthesis of 55 documents that met the criteria of this research was concluded, thus compiling the different practices used for the development of algorithmic thinking. In addition, as a result of the systematic literature mapping, a definition of Algorithmic Thinking oriented Software Engineering and didactics is proposed.
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(Utilização de um Veículo Guiado Automatizado no Ensino de Física e Matemática na Educação Profissional e Tecnológica)
Autores/as:
Kock, Fernando Luís and Martins, Giselle Alves and Dias, Andre Luis
Resumo:
In the era of digital transformation expansion and with the internet providing fast and easy access to information, Professional and Technological Education must keep pace with the current generation of digitally native students and the evolution of professions. This is particularly relevant on the era of Industry 4.0, which integrates new technologies with industrial automation. The objective of this study is to qualitatively analyze the teaching and learning of selected Physics and Mathematics subjects through experiential learning, employing an Automated Guided Vehicle as a Learning Object for practical activities. The research led to the development of a Didactic Sequence, which was implemented with students enrolled in the Integrated Technical High School Course. The Experiential Learning proposed, aimed to involve students as the primary actors in the learning process, engaging them actively in constructing their own knowledge. It was observed that the use of AGV emerges as a relevant educational tool, capable of enhancing the teaching and learning processes, and providing students with a more tangible and meaningful experience, combining work, science, and culture through activities that embrace a polytechnic education.
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(Efecto del PK, TK y TPK sobre la Eficacia de la Práctica Docente en Tiempos de Covid 19)
Autores/as:
Orozco-Rodríguez, Claudia and Vera-Soria, Guadalupe and Vera-Soria, Francisco
Resumo:
This article analyzes the impact of pedagogical and technological knowledge on the effectiveness of the teaching practice that was developed by a group of teachers during a workshop. In this workshop, interactive digital activities were designed and implemented based on the social constructivist approach. Data were collected from each participant’s products and synchronous session contributions. The information was coded according to the TPACK model and the teaching activities. The data was analyzed using a qualitative research approach. The results showed: Motivation and Communication were positively influenced by pedagogical and technological knowledge. This shows that using interactive digital tools helped increase student interest and active participation. The assessment and the presentation of the content were positively influenced by the pedagogical thinking and negatively influenced by the technological thinking. This means that there are still some teachers who continue to evaluate only for the purpose of measuring academic performance and not to stimulate learning, even though there are teachers in distance education who have increased formative evaluation. These results could be a consequence of the use of ICT as an emerging solution in education in times of covid-19. However, it does not mean that the pedagogical model has changed significantly
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(Competencias del liderazgo docente para la inclusión del alumnado mediante la promoción de la tecnología)
Autores/as:
Villalobos-Egaña, Lenin and Delgado-García, Manuel and Villegas, Francisco Javier Villegas
Resumo:
This research was conducted with the aim of examining teacher leadership competencies for student inclusion through the promotion of technology, as perceived by university students. The study approach is quantitative, non-experimental and cross-sectional. A questionnaire is used involving 116 students from 3 universities in Chile, who are studying in the Propaedeutic Programmes developed in these institutions (north, centre and south of the country). The results show differences between students; those studying at the university in the centre of Chile reveal a better understanding of teacher leadership competencies for inclusion through the promotion of technology, having observed that the leader dedicates much of their time management and effectiveness to student education, demonstrates human and technical qualities and deals with all forms of exclusion and inequality. Findings show that the presence of competent leadership encourages greater promotion of technologies in Chilean universities because, to the extent that the teacher fosters a climate of empathy and motivation and integrates ICTs, this contributes to inclusion in the Propaedeutic Programmes, constituting an experience that strengthens inclusive culture and pedagogical practice.
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(Alignment of the institutional strategy with the teaching action in the implementation of the gender perspective. Design and implementation in the case of the UOC)
Autores/as:
Marco-Simó, Josep Maria and Marco-Galindo, María-Jesús and Hortal, Elena Planas and García, María José García
Resumo:
Both the Equality Unit of the Universitat Oberta de Catalunya (UOC) and the Equity Commission of its Faculty of Computer Science (Estudis d’Informàtica, Multimèdia i Telecomunicació) have been working, among other goals, to ensure a gender perspective in teaching. A key element for this has been the definition of a transversal competence (Ethical and global behavior) that includes the gender perspective that should be implemented in all programs. This paper describes the path followed since the appearance of this institutional impulse, its materialization in this competence, and its final linkage to a subset of the courses of the Bachelor’s and Master’s Degree in Computer Engineering. The reasoning, the phases, the established guidelines, as well as the selection of the courses are detailed. Beyond this theoretical design process, its actual implementation in all these courses during the 2022–2023 academic year is also analyzed. The contrasted result of the proposal is that this is a viable process thanks to some already existing facilitating factors and the involvement of the interested groups, especially the faculty. However, despite this involvement, it still needs additional momentum to consolidate its implementation and is not free of contradictions and is not yet mature in all key aspects, including some as relevant as that of competency assessment.
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(Adopción de herramientas digitales entre estudiantes de Geociencias a partir del Modelo elTAM)
Autores/as:
Palacio-Jiménez, David and Valencia-Quiceno, Juan David and Valencia-Arias, Alejandro and Benjumea-Arias, M.
Resumo:
This research examines the adoption of digital tools by university students in the field of geosciences based on the technology acceptance model (TAM) for emerging economies. A quantitative analysis was conducted using a questionnaire administered to 198 students at the National University of Colombia. Among the results, the perception of self-efficacy stands out as one of the most influential variables of the model, which is associated with the perceived ease of use of digital tools. Likewise, perceived usefulness conditions the level of acceptance of digital tools in teaching geoscience subjects.
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(Un nuevo enfoque para el aprendizaje de diseño básico de dispositivos médicos a través de aprendizaje basado en retos y experiencial)
Autores/as:
Agustín E., Carvajal-Rivera and Bernardo E., Montiel-Gálvez and Graciano, Dieck-Assad and Vianney, Lara-Prieto
Resumo:
One of the biggest challenges of Higher Education is to train professionals prepared to join the workforce in a dynamic world, that can adapt rapidly to change and can acquire new knowledge and skills by themselves in this journey of lifelong learning. Our university recently implemented a New Educational Model having Challenge-Based Learning as one of its main pillars. The university collaborates with Educational Partners, which are companies, institutions or persons that open their doors to bring the students to a real-life environment to work on real challenges. This study shows a particular course of the fourth semester of the Biomedical Engineering curricula, that includes as its challenge to design a medical device from the ground up. The course was implemented in four different groups, with a slight twist in the allocated time to the theoretic modules and the challenge project, to study and determine the best theoretic/practice balance ratio. The course deliverables were analyzed to observe any significant differences in the students’ progress and achievements along the course. A student perception survey was applied to understand the experiential learning involvement from their perspective. The results show that the shift in equilibrium towards the challenge project hours improves the outcomes results, and the change in time allocation does not have a significant impact in the overall students’ scores and performance.
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(Diagnóstico de competencias digitales en docentes mexicanos de educación superior)
Autores/as:
Sánchez-Macías, Armando and Flores-Rueda, Isabel Cristina and Azuara-Pugliese, Virginia and Hernández-Mier, César
Resumo:
This work aimed to measure and describe the level of digital competencies from a pedagogical approach in UASLP teachers, validate the theoretical relationship between its dimensions, and identify behavioral patterns among the teachers. This was a quantitative study with a mixed approach with a correlational, cross-sectional, and non-experimental scope. The study sample was 270 professors from a Mexican public university. Exploratory and Confirmatory Factor Analysis, cluster analysis, and non-parametric hypothesis tests were used. The validity of the construct of the proposed instrument was confirmed. The levels of competence measured were found to be convenient, as well as their degree of integration in educational practice. Higher levels of digital skills were found in teachers with fewer years of experience, possibly related to being a digital native. The findings identify two groups of teachers: ICT-Transformative Teachers, who excel in integrating ICT into their teaching practices, and ICT-Reluctant Teachers, which significantly explain the level of competence. ICT-Transformative Teachers demonstrate resistance and difficulties. Additionally, digital teaching competencies are interrelated and partially explain teachers’ capabilities. In conclusion, teachers’ digital competencies should be addressed through a comprehensive training plan, considering the pedagogical approach and contextual elements, like generational aspects.
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(Impacto del uso del videojuego SimCity en el desarrollo del pensamiento crítico en estudiantes: Un enfoque cuantitativo experimental)
Autores/as:
Maraza-Quispe, Benjamín and Torres-Loayza, Jorge Luis and Reymer-Morales, Grunilda Telma and Solórzano-Bernuy, Ramiro Max and Choquehuayta-Palomino, Simon Angel and Pacori-Aviles, Fernando Miguel
Resumo:
The objective of the research is to determine to what extent the SimCity video game allows the development of critical thinking in the teaching-learning processes of students. The methodology applied consisted of research with a quantitative approach of experimental type, working with a sample of 25 students selected through a simple random sampling of a population of 100 students, 10 sessions were developed using the SimCity video game, a pretest, and posttest of skills and abilities required to develop critical thinking of Watson Glaser were applied, whose dimensions measured were: Inferences, assumptions, deductive reasoning, logical interpretation and evaluation of arguments. The results show that with adequate stimulation through the use of the SimCity video game, critical thinking can have a moderate but effective development in the students, from the comparison of the data obtained in the pretest and posttest, significant progress in terms of scores is observed; Likewise, the effectiveness of the use of the SimCity video game is reflected a greater extent in inferences and evaluations of arguments, since during the posttest evaluations greater progress was observed in comparison to other skills; while the interpretation of information obtained less progress in comparison to the other skills, the use of skills such as deductive reasoning, inferences and evaluation of arguments were moderately developed. In conclusion, the use of the SimCity video game allows the development of skills and abilities to develop critical thinking according to various factors, such as how it is incorporated into the curriculum, the orientation and guidance of teachers, and how reflection and analysis is carried out after the game experience.
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