Pensamiento Computacional y aprendizaje de la Ingeniería Genética: Una aproximación a través de una investigación de diseño
DOI:
https://doi.org/10.24215/18509959.30.e4Palabras clave:
Programación, Scratch, Modelización, Didáctica, Biología, Escuela secundariaResumen
La programación se está incorporando en los espacios educativos a través de diferentes resoluciones. Una de las perspectivas de su incorporación es hacerlo de manera transversal conjuntamente con otros espacios curriculares y en este contexto el Pensamiento Computacional adquiere relevancia. En este trabajo presentamos una investigación que adoptó la metodología conocida como estudios de diseño donde se planificó una secuencia didáctica para el aprendizaje de la Ingeniería Genética, en la escuela secundaria, la cual se encuentra prescripta en los diseños curriculares de 5º año con orientación en Ciencias Naturales. Para ello se le propuso a las y los estudiantes situaciones problemáticas en donde debían construir modelos de Ingeniería Genética utilizando Scratch. Los principales resultados muestran que la utilización de Scratch como primer lenguaje de programación permite el acercamiento del estudiantado al desarrollo del Pensamiento Computacional al tiempo que desarrollan prácticas científicas como la modelización.
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Derechos de autor 2021 Gimena Betina Fussero, Maricel Occelli, Marcela Cristina Chiarani
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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