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Por otro lado, puesto que el PC es una destreza combinada con implicaciones multidisciplinares, se podría concluir que incluso sin centrarse de manera explícita en la formación en ciencias de la computación, el PC de los estudiantes podría desarrollarse de forma latente a medida que avanzan con el currículo actual. Estos esfuerzos focalizados dan a entender implícitamente que los currículos actuales no contribuyen suficientemente al desarrollo del PC de los estudiantes. Findings emphasize the need for a purposeful and coordinated CS infusion into K-9 education in order to accelerate students’ CT development.ĭurante la última década se han hecho esfuerzos continuos para acercar el pensamiento computacional (PC) a la educación K-12.
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The testing tool was inspired by the AlgoRythmics dance choreography illustration of the linear search algorithm and has the potential to reveal different levels of abstracting. Theoretical school 214 subjects with no prior experience in CT) relate to learning tasks that require a certain level of CT. We have proposed to test whether differences exist in how 3rd-, 5th-, 7th- and 9th-grade learners from two Romanian educational institutions (girls vs. On the other hand, since CT is a combined skill with cross-disciplinary implications, one might conclude that even without an explicit focus on CS education, students’ CT might develop latently as they advance with the current curriculum. These focused endeavors implicitly suggest that the current curricula do not sufficiently contribute to the development of learners’ CT. Over the last decade, continuous efforts have been made to bring computational thinking (CT) closer to K-12 education.