Resumo

ENRIQUEZ RAMIREZ, Carlos; RALUY HERRERO, Mariza  e  VEGA SOSA, Luz María. Development thinking computing to children use of unplugged and plugged computing. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2021, vol.12, n.23, e046.  Epub 14-Fev-2022. ISSN 2007-7467.  https://doi.org/10.23913/ride.v12i23.1079.

The objective of this work was to show quantitative data from the application of a block-based computer programming workshop in order to incorporate the basic skills of computational thinking in a sample of Bartolomé Vargas Lugo rural elementary school students from the municipality of Acatlán, Hidalgo where there is a number to consider of participating students who do not have computer equipment at home to solve this characteristic, the course was developed in the following two hours after their normal departure from classes. The question that guided the present study was the following: what is the degree of acceptance of this course combining connected and disconnected computing? The research design was mixed, and the methodology used was quantitative, while the focus of the study was descriptive and exploratory. The reference that is taken for the development of computational thinking competencies in the workshop participants is the constructivist philosophy through the use of didactic resources in connected and disconnected computer programming. As results, acceptance is identified both in the use of the platform, the activities prior to the use of the computer, the understanding of the activities prior to the development of a computer program and a relevant point the search for information regarding programming. These data can be seen reflected in a questionnaire with a Likert scale. In addition, there are some differences in this workshop course in the stages of development of programs at the gender level where girls are more curious about learning in the programming tool, they visualize the benefits of learning programming among some others. As observed in the results, the boys and girls show little or no resistance in acquiring the knowledge experienced in the developed workshop, such as establishing trust mechanisms in some future that are presented again with concepts such as problem-solving based in computer or in the interpretation and use of control structures. Within the previous works it is intended to carry out this concept of disconnected activities for the acquisition of computational thinking in remote schools from the urban area in order to establish a comparison in the knowledge of the same.

Palavras-chave : Basic education; skills; educational informatics; programming language; programming informatics; didactic techniques.

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