Construcción del pensamiento computacional mediante la incorporación de la educación STEM en el currículo de secundaria del departamento del Quindío (Colombia)

Jameson Leonardo Jiménez Gómez; Edgar Javier Carmona Suarez

doi:10.58763/rc202326

Autores/as

Jameson Leonardo Jiménez Gómez Universidad del Quindío. Armenia, Colombia https://orcid.org/0000-0002-9279-093X
Edgar Javier Carmona Suarez Universidad del Quindío. Armenia, Colombia https://orcid.org/0000-0001-6399-2842

DOI:

https://doi.org/10.58763/rc202326

Palabras clave:

análisis documental, difusión de tecnologías, estrategia de búsqueda, ciencia y sociedad, tecnología educacional

Resumen

En la actualidad, se hace necesario la creación de modelos teórico-prácticos que, a partir de los aportes conceptuales existentes, faciliten la literacidad informacional y tecnológica de las nuevas generaciones. En el caso de los estudiantes de secundaria, la incorporación de la Educación STEM (ciencia, tecnología, ingeniería y matemáticas) en el currículo ha probado ser de ayuda en tal propósito. El estudio realizado estuvo dirigido a la generación de una primera aproximación a un modelo para la comprensión del pensamiento computacional (CT) desde el enfoque STEM. Este artículo muestra el resultado de una revisión conceptual de los temas relacionados con el objeto de estudio en los últimos cinco años y el análisis crítico de las investigaciones halladas. Los principales resultados encontrados apuntan a la importancia de lograr el balance entre los aspectos técnicos, educativos y pedagógicos. Además, se proponen componentes claves para el diseño del modelo. Se concluye que, aunque es vital el logro de un esquema conceptual que guíe la educación STEM con carácter conceptual, este debe ser actualizado y revisado con frecuencia, de manera que se puedan incorporar disciplinas y procesos emergentes.

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