Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education

Autores
Hermida, Maria Julia; Garzón, María Magdalena; Martinez, Maria Cecilia
Año de publicación
2023
Idioma
español castellano
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Children around the globe are being raised in environments that are saturated with smart devices. Consequently, teaching computer science at schools is almost universally accepted, with most countries moving towards its inclusion in the curriculum, even as of kindergarten (Bers, 2019; Bers et al., 2019).One apparent reason for this educational decision is technology alphabetization: com-puting is a new literacy for the 21st century (Bers, 2019). Another reason is the change in the way of thinking about how to solve problems, that is, how we acquire computational thinking (CT). CT is defined as “... the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent” (Wing, 2011). CT includes at least four skills: a) breaking down a problem into easy steps; b) pattern recognition; c) abstraction; and d) the design of algorithms – understood as a series of steps to follow
Fil: Hermida, Maria Julia. Universidad Nacional de Hurlingham. Instituto de Educacion.; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Garzón, María Magdalena. Fundación Sadosky; Argentina
Fil: Martinez, Maria Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina
Materia
Enseñanza de Ciencias de la Computación
Pensamiento Computacional
Funciones Ejecutivas
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/226535
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood EducationHermida, Maria JuliaGarzón, María MagdalenaMartinez, Maria CeciliaEnseñanza de Ciencias de la ComputaciónPensamiento ComputacionalFunciones Ejecutivashttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Children around the globe are being raised in environments that are saturated with smart devices. Consequently, teaching computer science at schools is almost universally accepted, with most countries moving towards its inclusion in the curriculum, even as of kindergarten (Bers, 2019; Bers et al., 2019).One apparent reason for this educational decision is technology alphabetization: com-puting is a new literacy for the 21st century (Bers, 2019). Another reason is the change in the way of thinking about how to solve problems, that is, how we acquire computational thinking (CT). CT is defined as “... the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent” (Wing, 2011). CT includes at least four skills: a) breaking down a problem into easy steps; b) pattern recognition; c) abstraction; and d) the design of algorithms – understood as a series of steps to followFil: Hermida, Maria Julia. Universidad Nacional de Hurlingham. Instituto de Educacion.; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Garzón, María Magdalena. Fundación Sadosky; ArgentinaFil: Martinez, Maria Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; ArgentinaUniversidade Presbiteriana Mackenzie2023-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/226535Hermida, Maria Julia; Garzón, María Magdalena; Martinez, Maria Cecilia; Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education; Universidade Presbiteriana Mackenzie; Psicología, Teoría y Práctica; 25; 1; 5-2023; 1-41980-6906CONICET DigitalCONICETspainfo:eu-repo/semantics/altIdentifier/url/https://editorarevistas.mackenzie.br/index.php/ptp/article/view/15617/11624info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:44:24Zoai:ri.conicet.gov.ar:11336/226535instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:44:24.479CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
title Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
spellingShingle Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
Hermida, Maria Julia
Enseñanza de Ciencias de la Computación
Pensamiento Computacional
Funciones Ejecutivas
title_short Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
title_full Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
title_fullStr Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
title_full_unstemmed Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
title_sort Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education
dc.creator.none.fl_str_mv Hermida, Maria Julia
Garzón, María Magdalena
Martinez, Maria Cecilia
author Hermida, Maria Julia
author_facet Hermida, Maria Julia
Garzón, María Magdalena
Martinez, Maria Cecilia
author_role author
author2 Garzón, María Magdalena
Martinez, Maria Cecilia
author2_role author
author
dc.subject.none.fl_str_mv Enseñanza de Ciencias de la Computación
Pensamiento Computacional
Funciones Ejecutivas
topic Enseñanza de Ciencias de la Computación
Pensamiento Computacional
Funciones Ejecutivas
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Children around the globe are being raised in environments that are saturated with smart devices. Consequently, teaching computer science at schools is almost universally accepted, with most countries moving towards its inclusion in the curriculum, even as of kindergarten (Bers, 2019; Bers et al., 2019).One apparent reason for this educational decision is technology alphabetization: com-puting is a new literacy for the 21st century (Bers, 2019). Another reason is the change in the way of thinking about how to solve problems, that is, how we acquire computational thinking (CT). CT is defined as “... the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent” (Wing, 2011). CT includes at least four skills: a) breaking down a problem into easy steps; b) pattern recognition; c) abstraction; and d) the design of algorithms – understood as a series of steps to follow
Fil: Hermida, Maria Julia. Universidad Nacional de Hurlingham. Instituto de Educacion.; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Garzón, María Magdalena. Fundación Sadosky; Argentina
Fil: Martinez, Maria Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina
description Children around the globe are being raised in environments that are saturated with smart devices. Consequently, teaching computer science at schools is almost universally accepted, with most countries moving towards its inclusion in the curriculum, even as of kindergarten (Bers, 2019; Bers et al., 2019).One apparent reason for this educational decision is technology alphabetization: com-puting is a new literacy for the 21st century (Bers, 2019). Another reason is the change in the way of thinking about how to solve problems, that is, how we acquire computational thinking (CT). CT is defined as “... the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent” (Wing, 2011). CT includes at least four skills: a) breaking down a problem into easy steps; b) pattern recognition; c) abstraction; and d) the design of algorithms – understood as a series of steps to follow
publishDate 2023
dc.date.none.fl_str_mv 2023-05
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/226535
Hermida, Maria Julia; Garzón, María Magdalena; Martinez, Maria Cecilia; Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education; Universidade Presbiteriana Mackenzie; Psicología, Teoría y Práctica; 25; 1; 5-2023; 1-4
1980-6906
CONICET Digital
CONICET
url http://hdl.handle.net/11336/226535
identifier_str_mv Hermida, Maria Julia; Garzón, María Magdalena; Martinez, Maria Cecilia; Invited Commentary: Just Using Computers for Any Subject is Not Enough to Acquire Computational Thinking in Early Childhood Education; Universidade Presbiteriana Mackenzie; Psicología, Teoría y Práctica; 25; 1; 5-2023; 1-4
1980-6906
CONICET Digital
CONICET
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://editorarevistas.mackenzie.br/index.php/ptp/article/view/15617/11624
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Presbiteriana Mackenzie
publisher.none.fl_str_mv Universidade Presbiteriana Mackenzie
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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