Robots en la educación de la primera infanciaaprender a secuenciar acciones usando robots programables

  1. Caballero González, Yen Air 1
  2. García-Valcárcel Muñoz-Repiso, Ana 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2021

Título del ejemplar: Monográfico. Tecnologías avanzadas para afrontar el reto de la innovación educativa

Volumen: 24

Número: 1

Páginas: 77-94

Tipo: Artículo

DOI: 10.5944/RIED.24.1.27508 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

Resumen

El incremento y avance tecnológico que experimenta la sociedad actualmente está impulsando el desarrollo de iniciativas educativas que integran actividades de enseñanza-aprendizaje para fomentar habilidades digitales asociadas a la programación y el pensamiento computacional como es la secuenciación de movimientos. En este trabajo se muestran algunos de los resultados que se obtuvieron con la realización de una experiencia de aprendizaje sobre el pensamiento computacional orientado a los niños en la educación temprana. En las actividades se efectuaron retos de programación utilizando el robot Bee-Bot®. El estudio contempló evaluaciones de tipo pretest/postest utilizando grupo control. La muestra de participantes fue de 40 estudiantes pertenecientes a un centro educativo, ubicado en Salamanca, España. Las actividades se desarrollaron en el curso 2018-2019. La recolección de datos sobre el dominio alcanzado por los estudiantes, en las evaluaciones desarrolladas, se efectuó mediante el uso de una rúbrica de evaluación. Los datos recolectados nos permitieron conocer la existencia de diferencias significativas en la capacidad de secuenciación de acciones a favor de los estudiantes que participaron de las actividades de aprendizaje con robots. Por otro lado, se pudo afirmar que no se encontraron diferencias asociadas al sexo de los participantes en relación con la programación y construcción de secuencias.

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Fuente de los datos: Dialnet