Computational thinking: an analysis through structured programming using Scratch

In recent years, numerous initiatives have emerged to develop computational thinking. Computational thinking and programming are closely related they are both tools for working with algorithmic concepts. ICTs and, and specifically computer programs with a playful orientation for teaching programming...

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Bibliographic Details
Published in:Revista de ciencia y tecnología no. 39; pp. 82 - 90
Main Author: Kuz, Antonieta
Format: Journal Article
Language:Portuguese
Spanish
Published: Centro de Investigación y Desarrollo Tecnológico, Facultad de Ciencias Exactas, Química y Naturales, Universidad Nacional de Misiones 01.06.2023
Subjects:
EDUCATION, SCIENTIFIC DISCIPLINES
Videogame
Virtual Learning
Aprendizaje Virtual
Programación Informática
Tecnología de la Información
Lenguaje de Programación
Computacional
Videojuego
Programming Language
Computer Programming
Computational Thinking
Information Technology
ISSN:0329-8922, 1851-7587, 1851-7587
Online Access:Get full text
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Summary:In recent years, numerous initiatives have emerged to develop computational thinking. Computational thinking and programming are closely related they are both tools for working with algorithmic concepts. ICTs and, and specifically computer programs with a playful orientation for teaching programming are relevant since they take into consideration aspects related to the educational environment. Game-based learning is a complement that allows taking advantage of the playful component of games to train computational thinking and, therefore, various others skills. Scratch is one of the most used tools to teach programming, through visual and playful programming languages that seek to promote computational skills that involve problem solving, through active and constructive learning. In this study, theoretical foundations of structured programming are analyzed based on simple computing concepts such as handling sequences, control instructions such as loops and conditionals, and their adaptation using Scratch. For this article, a qualitative analysis is presented, supported by descriptive research. The partial findings, at this point, suggest the usefulness of applying video games to train computational thinking skills. In this way, opens the possibility of proposing extended uses of other interactive games such as Lightbot, PilasEngine, Pilas Bloques.
ISSN:0329-8922
1851-7587
1851-7587
DOI:10.36995/j.recyt.2023.39.010