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La formación de futuros profesores en tecnología. Aportes al debate actual sobre los Programas de Licenciatura en Colombia
Abstract
La formación de profesores en tecnología se ha constituido como uno de los principales frentes de trabajo para las políticas educativas a nivel mundial. En particular, en el contexto Latinoamericano se registran iniciativas estatales importantes; aun así, se requiere esfuerzos adicionales para trascender una formación centrada en aspectos funcionales y comunicacionales de las tecnologías. El presente capítulo tiene como objetivos desarrollar un análisis de los fundamentos en las políticas de formación en tecnología de profesores en Colombia y presentar una propuesta alternativa que se adelanta en una universidad pública de la ciudad de Medellín. Con base en el análisis de la evidencia, se informa como alternativa significativa el diseño de un curso específico a partir del Pensamiento Computacional como proceso sistemático para resolver problemas. Este diseño constituye una oportunidad para fomentar el desarrollo de habilidades críticas y reflexivas para la integración de tecnologías en las prácticas educativas, que permite identificar nuevos lugares para la formación en tecnología de profesores en Colombia.
... The current technological revolution (known as the fourth industrial revolution -4IR) demands an education that prepares the new generations for challenges such as artificial intelligence, rapid development of global communications and maximum data dissemination (Carmona-Mesa et al. 2021;Mpungose 2020;Scepanovic 2019). Faced with these challenges, educational proposals that highlight the role of programming as an instrument to face this technological revolution have been consolidating. ...
... Programming educational proposals are usually based on computational thinking as a methodological resource or as an object of study (Villa-Ochoa and Castrillón-Yepes 2020; Weintrop et al. 2016); however, algorithm design is a central concept in programming and is common to both approaches. An algorithm is a precise method to solve a challenge in finite time; it is an abstraction of a procedure that optimizes the steps required to produce the desired result by using input information (Carmona-Mesa et al. 2021;Benton et al. 2017). ...
... Although the results are not conclusive, there is evidence that science teachers, by showing greater confidence and optimization in the algorithm, could better accompany students when explaining the relationship between algorithms and disciplinary knowledge (Benton et al. 2017;Zhong and Xia 2018). In addition, it is confirmed that the design of algorithms constitutes a challenge for mathematics teachers as it transcends the usual reasoning of their discipline, involving aspects of computer science (Carmona-Mesa et al. 2021;Benton et al. 2017). ...
This document presents the results of a study aimed to identify disci-plinary knowledge of mathematics and pre-service science teachers while under-standing and designing a programming algorithm. For this, a block programming experience with Arduino UNO boards was designed and an interpretative content analysis of the data recorded in the experience was developed. The results show that two groups of preservice teachers exhibit both explicit and implicit basic disciplinary knowledge. This study suggests that science teachers can fluently guide students in making explicit the relationship between algorithms and disci-plinary knowledge.
... However, it is necessary to expand in this regard in educational settings. In addition, some studies show that initial teacher training can go beyond of automation or technical aspects, to generate a stronger appropriation in the integration of technology in educational processes (Carmona-Mesa, Krugel & Villa-Ochoa, 2020). ...
... Due to the above, it is necessary carry out new long-term projects that offer a deep analysis about their impact. In Colombia, some initiatives have focused on the implementation of Computational Thinking through virtual courses in educational institutions (Basogain et al, 2017;Basogain et al, 2018;Echeverria, Cobos & Morales, 2019); others have focused on experiences with and without computers (Sánchez, 2016;Carmona-Mesa & Cardona, 2019); also, some others are interested in establishing a curriculum that favors achieving minimum competencies in Computational Thinking (Giraldo, 2014); finally, some studies offer a general overview in public politics related to Technology teacher training in Colombia and the potential of Computational Thinking to expand their scope (Carmona-Mesa, Krugel & Villa-Ochoa, 2020). ...
... However, it is important to link it to interdisciplinary projects that favor placing acquired skills and knowledge in function of problems that cut across the curriculum. The work by Carmona-Mesa, Krugel & Villa-Ochoa (2020) and Echeverría, Cobos & Morales (2019) are research that point to the above and are possible examples to guide future studies. ...
... In a recent study, Zampieri and Javaroni (2020) used Scratch software to promote interdisciplinary knowledge between geography and mathematics in teachers; they also promoted basic programming knowledge as a basis for computational thinking (CT). Carmona-Mesa et al. (2021) analyzed the lesson plan of a future mathematics teacher. They observed that teachers could conceive of digital technologies as a tool to contribute to the understanding and study of problems in the environment of students. ...
Computational thinking has been a topic of debate in research in different STEM areas. This type of thinking is considered one of the vital skill sets for societies’ technological and scientific development. This document presents the results of a study that investigates the computational thinking skills embedded in a mathematical modeling project. The project was developed by three future math teachers who participated in a mathematical modeling course. Analyzing students’ documents, videos, and materials made it possible to identify actions associated with decomposition, abstraction, algorithms, representation/modeling, and generalization. The components of computational thinking observed in this study show the opportunities that mathematical modeling offers to the development of computational thinking skills; however, new studies are required on the guidelines and conditions necessary for teachers to recognize the importance of the components they use and to be able to explain them to their students through modeling projects.
KeywordsComputational thinkingMathematical modeling projectsComponentsFuture mathematics teachersCommunication
... International literature has addressed the roles and uses of technology in Mathematics Education research and in mathematics teaching and learning (Borba et al., 2014;Cullen et al., 2020;Sinclair & Yerushalmy, 2016). It has also presented innovative perspectives on how students and teachers can prepare to use these technologies (Sinclair et al., 2017;Carmona-Mesa & Villa-Ochoa, 2017;Carmona-Mesa et al., 2021); various ontological, epistemological, and didactic aspects of these technologies (Borba & Villarreal, 2005;Suárez-Téllez, 2014); and their contributions to pedagogical and technological developments and innovations over time (Borba et al., 2014). ...
For more than three decades, the use of Computer Algebra Systems (CAS) and Dynamic Geometry Environments (DGE) has introduced new possibilities in Mathematics Education. Ontological, epistemic, educational, and social perspectives, and their theoretical and empirical approaches, have described the cognitive processes that students go through when faced with the use of these technologies. Given the diversity of the knowledge that has been generated through international research, there is a need to systematize it to understand the different roles of these technologies in Mathematics Education and their effects on mathematics learning. In this chapter, we review the literature produced in the last 8 years on CAS and DGE. We focus on identifying the contributions of these technologies in the development of mathematical processes such as mathematical modeling and reasoning and in the learning of geometry, algebra, and calculus. Within each topic, we identify relevant research and provide feedback on their contributions. We end the chapter with comments on those contributions and raise issues for discussion and future directions of research.
... En la actualidad, las habilidades relacionadas con el Pensamiento Computacional (PC) se posicionan como fundamentales para desarrollarse en la sociedad del siglo XXI (Zhang y Nouri, 2019) y se constituyen como un tema de interés para la investigación y para el desarrollo de innovaciones e intervenciones en las clases de áreas STEM (Ciencias, Tecnología, Ingeniería y Matemáticas, por sus siglas en inglés) (Grover y Pea, 2018). El PC se identifica como un recurso con potencial para solucionar problemas de maneras creativas (Carmona-Mesa et al. 2021) y una de sus definiciones más citadas refiere un proceso de pensamiento donde las soluciones se representan en una forma que puede ser llevada a cabo eficazmente por un agente procesador de información (Wing, 2011). ...
El Pensamiento Computacional (PC) se ha consolidado como una línea de investigación internacional, sin embargo, en Latinoamérica son limitados los estudios que examinan su desarrollo e integración en la educación primaria y secundaria. El objetivo de este estudio fue analizar la integración del PC en la educación primaria y secundaria en Latinoamérica, a partir de una revisión sistemática de literatura de los estudios publicados entre 2006 y 2020. Los resultados se agruparon en dos categorías principales: las conceptualizaciones del PC y las estrategias usadas para la integración del PC. Se encontró que las conceptualizaciones se dividen en dos grupos: unas ligadas a las ciencias de la computación y otras en las que se entiende el PC como un recurso metodológico. Frente a las estrategias, se encontró que las más usadas en la región son la robótica educativa y la programación en lenguajes con bloques.
Este documento de posición tiene como objetivos promover la discusión académica y generar reflexiones sobre los desarrollos educativos en Latinoamérica frente a la integración del Pensamiento Computacional (PC) en los niveles de educación primaria y secundaria.
El crecimiento acelerado de la incorporación de tecnologías en los procesos educativos evidencia la necesidad de reconocer su impacto en los diferentes niveles de formación y particularmente en la educación superior. Este estudio tiene por objetivo identificar las tendencias y transformaciones educativas registradas en las investigaciones que hacen uso de tecnologías en la Educación Superior y que fueron reportadas en la revista Uni-pluriversidad entre el 2010 y 2020. Para ello, se recurre al análisis documental, dentro del cual se consideraron como núcleos temáticos los tipos de tecnologías implementadas y su uso como objetos de estudio o como medios para la transformación de procesos educativos. Como resultados principales se reporta la influencia y proyección de la revista a nivel de América Latina, un interés creciente por las discusiones que vinculan tecnologías y políticas públicas, una predominancia de trabajos con tecnologías digitales y un énfasis en la transformación de procesos en la formación de profesores a partir del uso de tecnologías. Finalmente, se plantean como oportunidades para la investigación en esta línea, el trabajo a partir de diferentes paradigmas de investigación que permitan ampliar la comprensión sobre las potencialidades y limitaciones de estas tecnologías en la Educación Superior, así como la necesidad de integrar diferentes disciplinas en este proceso.
La literatura reporta que los conocimientos para identificar conexiones entre las disciplinas al momento de orientar los procesos educativos se reconocen como una limitante, pese al interés de los profesores de matemáticas por integrar la educación STEM. En ese sentido, se diseñó y fundamentó una experiencia en educación STEM que integró, por medio de la modelación matemática, las matemáticas en contextos de las ciencias (física) y la tecnología. La experiencia se analiza a partir de una metodología cualitativa con enfoque interpretativo. Se utiliza el análisis de contenido para estudiar los significados de las matemáticas que se amplían en el análisis del modelo del fenómeno físico, integrando termómetros y simulaciones computacionales. Los resultados informan que la experiencia permitió que los futuros profesores alcanzaran reflexiones didácticas que reflejan un nivel de preparación y potencial que puede favorecer la integración de la educación STEM en su futuro ejercicio profesional; además, se reportan los alcances y limitaciones de esta experiencia.
La literatura reporta la necesidad de formar profesores para integrar la Educación STEAM y se registra el Aprendizaje Basado en Proyectos (ABP) como una metodología privilegiada para ese fin. Por lo tanto, se desarrolló esta investigación que tuvo como objetivo la implementación y evaluación de una propuesta curricular para la formación inicial de profesores en el ABP para el diseño de lecciones STEAM. Para el análisis y por ende de los componentes del ABP que estos reflejaban, se retomó y amplió la rúbrica ABPMap. Se concluye que la propuesta de formación tangencial implementada, favoreció que los futuros profesores se apropiaran de forma orgánica del ABP y reflejaran algunos de sus componentes en los diseños de lección STEAM.
During training at the Complementary Formation Program (CFP), Colombian primary school teachers do not acquire Computational Thinking (CT) skills, which are considered fundamental for the knowledge economies of the 21st century. In this paper, we describe the early stages of a project aiming to reform the CFP curriculum, such that CT skills becomes an integral part. As a first step, we carried-out four introductory workshops with 67 first-and third-semester CFP students and then surveyed them to gather their perceptions on CT. The results show that the students have a limited understanding of CT and its associated skills, but they recognize their importance. Moreover, they agree that primary school should be the starting point to develop them. The project will continue gathering information from current CFP teachers, current primary school teachers, and university professors who are experts in curriculum development, to develop the curricular proposal.
Las investigaciones informan sobre la brecha que existe entre las necesidades de formación de los profesores de matemáticas y los contenidos de los programas para formar a futuros profesores. Por este motivo, se propone un curso sobre el uso de tecnología para enseñar matemáticas. En este artículo se utiliza la sistematización para dar cuenta de una mirada de saberes propios sobre las prácticas y la manera en que ellas apoyan la producción de conocimiento en las prácticas de aula. Estos conocimientos buscan aportar al diseño de un curso que se propone formar en el uso de tecnología para enseñar matemáticas. Las conclusiones informan que el diseño metodológico de este curso permitió reconocer y visibilizar necesidades de formación y establecer diferencias entre los usos que realizan los futuros profesores para resolver problemas matemáticos y usos con proyección al ejercicio profesional.
Two years before Janet Wings presented her well-known concept of computational thinking, the German state of Bavaria had introduced a new compulsory subject of computer science in its grammar schools (Gymnasium) with a very similar direction. The course was designed according to the strictly objects-first approach, introducing the concepts “object,” “attribute,” and “method” just before “class” and long before any programming activity. We applied the same fundamental ideas for designing an introductory computer science lecture for STEM students. Based on a very similar approach, we recently developed a MOOC (massive open online course) called “LOOP: Learning Object-Oriented Programming.” LOOP provides a gentle introduction to computational thinking and object-oriented concepts before the programming part. In addition to the common quizzes, we include various web-based interactive exercises to enable the learners to experiment and interact directly with the presented concepts. In this chapter, we discuss the relationships between the computational thinking concept of Wing, its operationalization elaborated by others, and our object-oriented view on the basic concepts of computation. We furthermore present our MOOC, its didactical approach, and initial results of a pilot study.
Computational thinking (CT) has been described as a problem-solving approach that draws from the practices of computer science (CS). Computer science ideas and practices influence multiple domains, from simplifying complex tasks and problems through problem decomposition to using automation to increase the speed and efficiency of solving those problems. Computational thinking is, thus, described as a set of mental skills, a disposition common to most fields, and computer science concepts that can impact those fields decontextualized from programming and hardware. Researchers and educators have worked to integrate CT into multiple subjects in K-12. This takes the form of both identifying instances of CT already being used in existing teacher practices and identifying areas where disciplinary practices can be changed through the latest application of computational tools. This chapter reports the results from a study to examine practicing teachers’ views of CT and how those views compare to how computer science education researchers define CT. Results from this study suggest that teachers’ conceptions of CT include important aspects of the CT literature, yet there are several common misconceptions about CT. We discuss implications of our findings on how to engage non-computing K-12 teachers in computational thinking and develop their competencies to incorporate CT within the context of their subject area. The goal of this discussion is to inform in-service and preservice teacher development efforts and clarify how CT applies to disciplinary knowledge within K-12 education.
Computational Thinking represents a terminology that embraces the complex set of reasoning processes that are held for problem stating and solving through a computational tool. The ability of systematizing problems and solve them by these means is currently being considered a skill to be developed by all students, together with Language, Mathematics and Sciences. Considering that Computer Science has many of its roots on Mathematics, it is reasonable to ponder if and how Mathematics learning can be influenced by offering activities related to Computational Thinking to students. In this sense, this article presents a Systematic Literature Review on reported evidences of Mathematics learning in activities aimed at developing Computational Thinking skills. Forty-two articles which presented didactic activities together with an experimental design to evaluate learning outcomes published from 2006 to 2017 were analyzed. The majority of identified activities used a software tool or hardware device for their development. In these papers, a wide variety of mathematical topics has been being developed, with some emphasis on Planar Geometry and Algebra. Conversion of models and solutions between different semiotic representations is a high level cognitive skill that is most frequently associated to educational outcomes. This review indicated that more recent articles present a higher level of rigor in methodological procedures to assess learning effects. However, joint analysis of evidences from more than one data source is still not frequently used as a validation procedure.
This book is open access under a CC BY 4.0 license.
This collection examines how higher education responds to the demands of the automation economy and the fourth industrial revolution. Considering significant trends in how people are learning, coupled with the ways in which different higher education institutions and education stakeholders are implementing adaptations, it looks at new programs and technological advances that are changing how and why we teach and learn. The book addresses trends in liberal arts integration of STEM innovations, the changing role of libraries in the digital age, global trends in youth mobility, and the development of lifelong learning programs. This is coupled with case study assessments of the various ways China, Singapore, South Africa and Costa Rica are preparing their populations for significant shifts in labour market demands – shifts that are already underway. Offering examples of new frameworks in which collaboration between government, industry, and higher education institutions can prevent lagging behind in this fast changing environment, this book is a key read for anyone wanting to understand how the world should respond to the radical technological shifts underway on the frontline of higher education.
El artículo aborda, en la primera parte, el contexto amplio de la Constitución Política colombiana de 1991 como hito fundamental de la transformación de la política social del país, que es acompañado por el desarrollo de un modelo económico que subordina la política a los intereses y lógica del mercado. En la segunda parte, analiza las políticas de tecnologías de la información en el campo educativo las cuales, bajo un supuesto de democratización e inclusión social, se sustentan en un discurso determinista salvacionista, neutral y benevolente sobre lo tecnológico. En la tercera parte, describe dos experiencias locales de resistencia-transformación como prácticas educativas alternativas al modelo dominante. Entre otros aspectos, se concluye la importancia de reconocer experiencias que en el orden local, están mostrando otras arquitecturas sociotécnicas de participación ciudadana.
O presente artigo apresenta uma proposta metodológica para construção doPensamento Computacional através do desenvolvimento de games. Considerando que no Brasil o Pensamento Computacional não está inserido como disciplina na Educação Básica, a prática pedagógica foi desenvolvida através de um curso ofertado como atividade extraclasse, destinado a estudantes do Ensino Fundamental. Para verificar a eficiência do método de ensino-aprendizagem, os alunos foram avaliados com o Teste de Pensamento Computacional, antes e após o término do curso. Comparando os resultados obtidos observa-se que houve um incremento do Pensamento Computacional dos participantes da pesquisa, sendo este resultado estatisticamente significativo.
El objetivo de este artículo consiste en analizar las normas y estrategias implementadas en el país para la formación de profesores en el uso de las tic. La metodología se ciñe a la investigación cualitativa de carácter documental; para ello, se revisaron y sistematizaron documentos sobre lineamientos de políticas de formación docente para el uso de las tic en el ámbito internacional y nacional y, asimismo, las estrategias de formación en tic. Los resultados señalan que los lineamientos de políticas sobre formación en tic tienen tres ejes importantes: acceso a las tic, formación de profesores y configuración de redes. El propósito de la formación en tic es obtener competitividad, calidad y equidad de la educación. Las estrategias de formación de profesores se han realizado por niveles y privilegiado la técnica de cascada. Las conclusiones destacan que varias de las estrategias de formación implementadas aún no superan la formación instrumentalista de las tic y no han logrado ahondar en la fundamentación pedagógica, comunicativa e investigativa, tal como se plantea en la normatividad. Por consiguiente, se requiere fundamentar el empleo de las tic desde la visión crítica y la perspectiva de mediación cultural.
El objetivo del artículo es identificar necesidades de formación para el uso de tecnología en la
enseñanza de las diferentes disciplinas que deben ser atendidas en los programas de formación
inicial de profesores. A partir de un análisis documental, se revisaron 44 estudios entre
artículos y memorias de eventos académicos (artículos publicados del 2005 al 2015 y
memorias del 2013 al 2015). El trabajo adjetiva seis tipos de necesidades en la formación para
el uso de tecnología y propone un acercamiento a la forma en que se desarrollan; además se
aportan recomendaciones metodológicas para el diseño de cursos específicos en el que se
incorpore el uso de tecnología para la formación inicial de profesores.
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher
reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction.We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.
This framework for developing pre-service teachers' knowledge does not necessarily depend on computers or other educational technology.
En este artículo exponemos las Representaciones Sociales que tienen los docentes y las docentes frente a las Tecnologías de la Información y la Comunicación, y cómo ellas están ligadas a su experiencia vital, y se convierten en la base para acceder, relacionarse y apropiarse de ellas en sus entornos personales y profesionales. Para comprender dichas representaciones, realizamos una investigación cualitativa utilizando la Teoría Fundamentada. La interpretación de las Representaciones Sociales nos muestra cómo docentes y estudiantes de escuelas públicas colombianas permanecen actualmente en la brecha digital -por extensión y por profundidad- y cómo esta se reproduce en la escuela con expresiones de desigualdad y exclusión social.
This paper presents the results about access, knowledge and uses
of ICT tools declared by teacher students from a higher education
institution in Chile. The objective is to examine the kind of literacy
that they have and the one that should be provided by the training
process for their future practice as teachers. This study aims to
diagnose the needs of ICT training of future teachers of the Chilean
school system. From the methodological point of view, this is a
descriptive quantitative study, conducted with 127 students in
the 2014 cohort, of four teaching programs, to which a validated
questionnaire was applied (Cronbach Alpha 0.89). Descriptive
methods were used for the analysis of information. In conclusion,
students of the teaching programs have high access to ICT resources
and, therefore, it is assumed that they are native individuals with
sufficient digital literacy that allows them to have access and benefit
from such resources without difficulties. However, they do not know
or use specific programs for the field of education, and they do not
know how their current mastery can be translated into their future
professional performance either, especially in the classroom.
O artigo expõe compreensões analíticas sobre a formação docente em tecnologias digitais e seus desdobramentos nas práticas pedagógicas de sala de aula, tomando por cenário de investigação a implementação do Programa Um Computador por Aluno (UCA) no município de Erechim, interior do Estado do Rio Grande do Sul, Brasil. O estudo a que nos referimos é uma pesquisa científica institucional, desenvolvida nos anos de 2012 e 2013 junto a Universidade Federal da Fronteira Sul – UFFS, Campus Erechim, Rio Grande do Sul, Brasil. Para tanto, procedeuse por meio de revisão bibliográfica acerca da temática posta em investigação, assim como a apreensão de depoimentos de professores e gestores da rede municipal de ensino do referido município sobre esse tema, utilizando-se de questionários e entrevistas. A análise dos dados, realizada na perspectiva qualitativa de pesquisa, evidencia que há incoerências entre aquilo que é preconizado nas diretrizes das ações planejadas e o modo como essas ações são implementadas nas escolas, sobretudo devido às influências de organismos de mercado, como o Banco Mundial. Revela, ainda, que a concepção de inclusão subjacente às mesmas restringe-se a questão do acesso às tecnologias.
Background
This study is about teachers’ collective activity during the development and initial year of a STEM-focused school in the U.S. The target school of this study was inclusive, as it sought admission of students from varying backgrounds and levels of ability. Drawing from narrative inquiry and case study methodologies, we examine the collective work of the teachers in the target school from six months prior to school start-up through the end of the first year. We focus on visioning, collaboration, and curriculum development in our analysis of the teachers’ collective work.
Results
We analyze the collective sense-making activity of the teaching staff regarding key facets of the start-up process. While the teachers received a variety of supports, including time and resources for collaborating, there was a lack of specific support for the conceptualization and creation of multi-disciplinary, STEM-focused projects. The risk-taking and collaborative actions of the teachers led to three specific instructional approaches that were continuously adjusted to respond to the evolving vision of the STEM-focused school. The teachers also solicited the needs and interests of their students and utilized these in curricular design and instruction, which promoted student buy-in and participation. By the end of the school year, a common vision for STEM-focused, project-based learning was emerging, but not solidified.
Conclusions
Our study confirms the power of doing and risk taking in teacher development, particularly in the ways in which teacher collaboration advanced curriculum and instruction in this STEM-focused school context. The intellectual supports that teachers require in this context are numerous and must be carefully identified and nurtured, and the subsequent teacher activity must be monitored as contextual shifts occur and sources of pressure (e.g., external learning standards) become relevant. The teachers’ role is a complex mixture of learner, risk-taker, inquirer, curriculum designer, negotiator, collaborator, and teacher. Instructional and curricular supports require substantial time to synthesize and eventually enact, and more than a few months prior to school start-up are necessary to fully engage and prepare teachers for the collective task of visioning, collaborating, and planning the curriculum and instruction of an innovative school.
Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “computational thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.
Los sistemas educativos están incorporando en sus currículos oficiales nuevos conocimientos relacionados con el pensamiento computacional. Las administraciones educativas consideran que existen argumentos económicos, laborales, educativos, sociales y culturales para introducir la programación informática en el diseño curricular de la educación obligatoria. En este artículo se describen y analizan tres diseños curriculares que incluyen el pensamiento computacional. Por una parte, dos currículos prescriptivos (Reino Unido y Comunidad Autónoma de Madrid) organizados en torno a asignaturas, centrados en contenidos obligatorios y resultados de aprendizaje estandarizados. Por otra parte, un currículo innovador y globalizado (Q2L), que incluye el pensamiento computacional como una competencia básica, transversal y contextualizada. El análisis de los diseños permite observar dos enfoques diferentes en la introducción de la programación en las aulas. Se concluye con la necesidad de fundamentar
The pervasiveness of computer devices in everyday situations poses a fundamental question about Computer Sciences as being part of those known as basic sciences. By doing this, it would be straightforward to consider it to be taught in initial series – not exactly the computation as a technique, but instead as a way of organizing thinking and problem solving. Under this perspective, there are inherent relationships among the knowledge, skills and attitudes that emanate from this field and those ones commonly related to Math. This paper aims to discuss this relationship by presenting a mapping between skills defined in the Brazilian Curriculum Guidelines and activities aimed at developing Computation Thinking skills described in the literature. By doing this, some challenges for education in Computer Sciences are identified.
Computational thinking will influence everyone in every field of endeavour. This vision poses a new educational challenge for our society, especially for our children. In thinking about computing, we need to be attuned to the three drivers of our field: science, technology and society. Accelerating technological advances and monumental societal demands force us to revisit the most basic scientific questions of computing.
El artículo trata sobre los cambios que se han venido presentado en los últimos 20-25 años en el concepto de calidad, en el de educación, en la organización escolar, entre otros, como consecuencia a su vez del cambio ocurrido en el mundo del conocimiento , la tecnología y la sociedad. Todo esto implica un reto para países de la región pues significa un cambio radical en la forma de llevar a cabo los procesos de enseñanza y aprendizaje, cuestiones nuevas sin antecedentes en las revoluciones pasadas de la educación.
This document presents the results of a study that sought to integrate technologies into a mathematics course for prospective mathematics teachers. Two types of environments were created, one focused on technologies for interaction and communication and the other ocused on technologies for the study of mathematics. The results show that the former environment acted as a classroom extension that allowed teachers to recognize students’ learning processes and needs, while the later environment allowed the creation of strategies to solve tasks.
In this paper we present a STEM Education initiative. This initiative involves an improved learning approach by mean of the implementation of collaborative learning techniques. The proposed approach is founded in the promoting of computational thinking skills in a group manner to improve learning of geometry. Two case studies were performed with primary school children from fourth grade at the Comfacor School (Montería-Colombia). The aim of these studies were to analyse the effects of the improved approach in three aspects: the children’ motivation, satisfaction and performance. The obtained results give us evidences that the learning of geometry was enhanced thanks to the proposed approach implemented based on a computational thinking strategy.
Computational thinking is an essential skill for the twenty-first century. Teacher education departments, however, do not currently have the knowledge to promote computational thinking in their programs. The question, then, becomes how to include the teaching of computational thinking in teacher education courses. The present study directly addresses this issue. In particular, the study proposes the use of scaffolded programming scripts as one method for teaching computational thinking in pre-service teacher education. In this study, scaffolded programming scripts were used in the context of educational robotics activities for the teaching of a science lesson on gears. The results report effects on pre-service teachers’ computational thinking, knowledge about gears and how they work, and self-reported efficacy to teach with educational robotics. The authors discuss implications and future research directions.
La investigación se centra en la comprensión de las representaciones sociales que sobre las Tecnologías de la Información y la Comunicación (TIC) subyacen en los docentes del nivel de educación básica primaria en una institución educativa urbano marginal de la ciudad de Popayán (Cauca). La investigación es de corte cualitativo y se basa en la metodología de la teoría fundamentada, se parte de las vivencias y experiencias de los docentes en su formación personal y profesional, relacionadas con los procesos de apropiación e incorporación de las TIC en los contextos escolares y se llega a procesos de análisis y sistematización final de los relatos, dondese develan sentimientos y creencias que han construido los docentes los cuales configuran maneras determi- nadas de interactuar con las TIC en su contexto escolar.
The purpose of this article is to present a proposal to be developed into a more extensive project, to characterize the current condition of digital literacy among university teachers. Starting from a review of the literature and based on ideas expounded by Area, Barajas, Barreto, Pineda and Silvio, a referential matrix was developed that allows for diagnosing the status of teachers who work at higher learning institutions in terms of their use of information and communication technologies. Execution of the proposal will provide indicators that will permit taking corrective and preventive actions to improve human resource management in the university environment that responds to the needs of the information society.
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