3 research outputs found
Initial learning scenarios based on the computational thinking evaluation for the course Programming fundamentals at INACAP
The paperâs objective is present the design and the planning of
initial learning scenarios for the course Programming
Fundamentals, from the evaluation of computational thinking to
new students of the careers Computer engineering and
Programmer analyst of the Technological University of Chile and
Training Center Technical respectively at INACAP, to favor the
motivation and autonomy of study through the recognition of
skills and the use of the instructional design of the face-to-face
course. The proposal is based on correspondence with three of five
change trends that integrated the educational model. Regarding
the Knowledge society, promote recognition of the individuality
of the student as a person who will do university studies, that is,
the scenarios respond to the fact that each person learns
differently. In the Training of competences, contribute with
preventive actions that the teacher communicates when there is a
lack of specific skills. Finally, in the Flexibility and articulation,
provide a diagnostic tool that favors the recognition of previous
competences to have an articulated beginning of studies based on
the needs of the student. Consequently, contribute to the
INACAPÂŽs educational model
Interpretation of computational thinking evaluation results for enrollment prediction
During two generations (2016 and 2017) the computational
thinking evaluation has been carried out in order to establish
learning scenarios for new students, such interventions have been
made in the Programming methodology course, it belonging to
the career of Information Technology at the Technological
University of Puebla in MĂ©xico. The results have led a personalized
education for students, recognizing previous skills as well as
trying to correct those missing, so that it acquires the
competences respective, credit the course and improve the
retention percentage of the first quarter. In this sense, when
detecting possible skill gaps, is it possible to predict what will be
the impact to maintain or decrease enrollment during and the end
of quarter? The present work aims to answer the question by the
results interpretation obtained from the computational thinking
evaluation to 242 new students, generation 2018. Initially, it was
stablished which would be the student's situation during and the
end of four months from September to December based on the
correct assessment reagents; three categories were determined: 1.
Sure desertion, 2. Safe permanence, 3. Variable permanence. Later,
50 students who enrolled the next quarter (January-April 2019)
were revised if they had been predicted properly; using a survey,
the familiarity of key concepts of the subject Programming
methodology was obtained with the aim of determining a
correspondence with the evaluation of computational thinking
skills, as well as the established situation, consequently,
establishing the validity of predicting the enrollment