Gamificando y otras metodologías activas con moneras, protoctistas, hongos y plantas

Las mitologías activas en el aula deben estar presentes, siendo el alumno el eje principal de las clases. Se propone una propuesta sobre 'los reinos de los seres vivos' para 1º ESO que aborda distintas metodologías para que el alumnado pueda aprender de manera significativa y a través del entretenimiento. <br /

What Emotions do Pre-university Students Feel when Engaged in Computational Thinking Activities?

Emotions affect how we acquire knowledge, being one of the causes of the demotivation generated at the time of studying a new field. Computer Science does not always pique the interest of young people, so we carry out an analysis of emotions that are present in primary and secondary school students, around 8-9 years old and 12-13 years old, who engage in Computational Thinking activities, considering the educational level, gender, and type of intervention, to understand why this lack of interest. The sessions were based on 1 hour of face-to-face class in which activities related to Computational Thinking were carried out. The instrument used to measure emotions was the Developmental Channels Questionnaire which includes 13 different emotions that students must answer using the Likert scale from 0 to 10. The emotions felt have been mostly positive and ambiguous, while negative emotions have a low intensity, particularly in primary education. Regarding the educational level, there are differences between girls and boys only in the secondary education, while in the primary they are no significant. Also, girls show an evolution when carrying out this type of activity, while boys do not change

Promoción del Pensamiento Computacional en estudiantes pre-universitarios: ¿cómo se emocionan?

En este trabajo se presenta un estudio de las emociones que se producen en estudiantes pre-universitarios al realizar actividades de Pensamiento Computacional. Se comparan dos estrategias en las que se intercalan las metodologías guiadas y por descubrimiento. Se concluye que se producen principalmente emociones positivas y ambiguas, mientras que las negativas tienen una intensidad relativamente baja. También se observa, en relación con las modalidades, que en secundaria las chicas parecen mostrar una menor intensidad en las emociones positivas y ambiguas y un ligero aumento en las negativas. En cuanto a las dos estrategias utilizadas no se observan diferencias significativas en ningún momento sobre la media.This paper presents a study of the emotions that are produced in pre-university students when performing Computational Thinking activities. Two strategies are compared in which the guided and discovery methodologies are interspersed. It is concluded that positive and ambiguous emotions are mainly produced, while negative ones have relatively low intensity. It is also observed in relation to the modalities, that in secondary, girls seem to show less intensity in positive and ambiguous emotions and a slight increase in negative ones. Regarding the two strategies used, no significant differences were observed at any time above the mean.Este trabajo ha sido financiado por “Piens@ Computacion@LLmente (A17120413). Programa educativo para el fomento del pensamiento computacional a través de la realización de actividades que permitan su desarrollo y su inclusión en el currículo”. Cabildo Insular de Tenerife. Fundación General de la Universidad de La Laguna