El pensamiento computacional en educación infantil: una análisis a través del Computer Science Unplugged

Auteurs

DOI :

https://doi.org/10.47553/rifop.v98i36.2.94881

Résumé

Ha habido una mayor determinación para introducir la codificación y el pensamiento computacional al principio de la educación. Por lo tanto, la programación ha crecido progresivamente y ha adquirido un enfoque esencial en la educación europea siguiendo las tendencias internacionales. Esta idea de introducir la programación informática en el aula no es reciente, surgió en 1960 por las investigaciones de Seymour Papert. Las potencialidades de enseñar lenguajes de programación infantiles como incubadora de ideas poderosas comenzaron en esa década, pero se extendieron y continúan utilizándose hoy en día de una manera mucho más vasta. La programación se utilizó como una herramienta para involucrar a los niños en nuevas formas de pensar, pero mucho más crítica que eso, poniendo al estudiante en un papel para pensar en el proceso de pensamiento. Entonces, con este contexto en mente, nuestro objetivo es presentar una serie de ideas importantes que rigen la forma en que el pensamiento computacional podría aplicarse dentro del aula de preescolar.

Biographie de l'auteur

Pedro Jose Arrifano Tadeu , ESECD-CI&DEI (Center for Studies in Education and Innovation) - Polytechnic Institute of Guarda

Professor in the field of Mathematics Education at Polytechnic of Guarda (IPG), Post-Doc in Problem solving Skills at Kindergarten (Institute of Education, Faculty of Education, Sakarya University, Turkey), Ph.D. in Didactical and Technology - specialization in Didactical Mathematics (UTAD, Vila-Real), master's degree in Mathematics Education, degree in Mathematics Education (Faculty of Education, Coimbra University). Coordinator of Research Center related to Education and Innovation (CI&DEI - http://www.ipv.pt/cidei/english.htm - Guarda), Dean of HEI - School of Education, Communication and Sport, Polytechnic of Guarda, from 12/01/2015 until 14/01/2019. Member of the Executive Commission of CEI - (Centro de Estudos Ibéricos http://www.cei.pt/cei/estrutura.htm) from 12/01/2015 until 14/01/2019. Member of the board of UDI from 02/2012 until 12/2014 (Research Unit for Inland Development http://www.ipg.pt/udi/). Develops research in the area of Mathematics Education, ICT, Multicultural Education, ICT and Inclusion, Innovation in Education and Entrepreneurship Education. Has several scientific publications and develops activity with different HEI from Spain, Italy, Greece, Turkey, Sweden, Denmark, Lithuania, Latvia, Romania, Czech Republic, Hungary, Belgium, Germany, Albania, Ukraine, Uzbekistan, Brazil, Colombia, Cabo-Verde, Angola among others, is evaluator for ERASMUS+ Portuguese Agency and European COST projects. Coordinator of an ERASMUS+ KA2 Project TELESEICT from 2016-09 to 2019-08 Grant Number: 2016-1-PT01-KA203-022950

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Publiée

2022-07-26 — Mis à jour le 2022-07-29

Comment citer

Arrifano Tadeu, P. J., & Brigas, C. (2022). El pensamiento computacional en educación infantil: una análisis a través del Computer Science Unplugged. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 97(36.2). https://doi.org/10.47553/rifop.v98i36.2.94881

Numéro

Vol. 97 No 36.2 (2022): Buenas prácticas docentes en formación del profesorado

Rubrique

Monográfico

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