scholarly journals Dominio de habilidades del pensamiento computacional en los estudiantes del Instituto Tecnológico Superior Sucre de Quito - Ecuador

2019 ◽  
Author(s):  
Hamilton Omar Pérez Narváez ◽  
Alex Álvarez-Zurita ◽  
Carlos Roberto Guevara Herrera
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Computational Thinking ◽  
Toma De Decisiones ◽  
Professional Field ◽  
Validated Instrument ◽  
Educational Field ◽  
Actual Society ◽  
Management Algorithms ◽  
Graphic Environment

El pensamiento computacional y las habilidades relacionadas con él son de interés tanto para el campo educativo, así como para el campo profesional, pues la habilidad de resolución de problemas apoyada en la informática se convierte en un elemento necesario para las personas que viven en la sociedad actual. La investigación tuvo como propósito dos situaciones: diagnosticar el nivel de desarrollo del pensamiento computacional en los estudiantes del Instituto Tecnológico Superior “Sucre”, así como establecer las relaciones existentes entre las habilidades seleccionadas del mismo como son orientación espacial, toma de decisiones, empleo de bucles y elaboración de funciones o subrutinas para la resolución de problemas. Con esta finalidad se aplicó un instrumento validado que consta de 32 problemas para resolver en un ambiente gráfico conformadas de la siguiente manera: 4 preguntas acerca de direcciones, 8 sobre bucles definidos e indefinidos, 12 sobre toma de decisiones, 8 acerca de funciones y subrutinas. Las conclusiones más importantes establecen fortalezas de los estudiantes en relación con el empleo de algoritmos de dirección y empleos de bucles para la resolución de problemas algorítmicos, así como hallaron dificultades en el empleo de toma de decisiones y uso de subrutinas. Además, establece que existe relación entre el desarrollo que tengan en la habilidad toma decisiones y otras habilidades como empleo de bucles de repetición o elaboración de subrutinas, que se expresa en la dificultad de los estudiantes a tomar una decisión razonada y lógica al momento de resolver un problema. Computational thinking and its skills are of interest for the educational field, as well as for the professional field, since the problem-solving ability supported by computer science becomes a necessary element for people living in the actual society. The aim of the investigation was two situations: to diagnose the level of computational thinking development in the students of the Instituto Tecnológico Superior “Sucre”, as well as to establish connections between the selected skills, such as spatial orientation, decision making, employment loops and elaboration of functions or subroutines for problem solving. For this purpose, a validated instrument was applied; it consists of 32 problems to solve in a graphic environment formed as follows: 4 questions about directions, 8 about defined and indefinite loops, 12 about conditional ones, 8 about functions and subroutines. The most important conclusions establish students’ strengths in relation to the use of management algorithms and loop jobs, similarly, difficulties in the use of conditions and use of subroutines were found. Besides, it establishes that there is a relationship between the development they have in the decision-making ability and other skills such as the use of repetition loops or the elaboration of subroutines, which is expressed in the students' difficulty in making a reasoned and logical decision at the time of solve a problem.

scholarly journals Using Grey-based Mathematical Equations of Decision-making as Teaching Scaffolds: from an Unplugged Computational Thinking Activity to Computer Programming

2018 ◽  
Vol 2 (2) ◽  
pp. 29-46
Author(s):  
Meng-Leong How ◽  
Chee-Kit Looi
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Computational Thinking ◽  
Computer Code ◽  
Daily Lives ◽  
Decision Making Processes ◽  
Mathematical Equations ◽  
Problem Solving Strategies ◽  
Software Code ◽  
Crucial Part

Computational Thinking (CT) is pervasive in our daily lives and is useful for problem-solving. Decision-making is a crucial part of problem-solving. In the extant literature, problem-solving strategies in educational settings are often conveniently attributed to intuition; however, it is well documented that computer programmers might even have difficulty describing about their intuitive insights during problem-solving using natural language (such as English), and subsequently convert what has been described using words into software code. Hence, a more analytical approach using mathematical equations and descriptions of CT is offered in this paper as a potential form of rudimentary scaffolding, which might be useful to facilitators and learners of CT-related activities. In the present paper, the decision-making processes during an unplugged CT activity are delineated via Grey-based mathematical equations, which is useful for informing educators who may wish to explain to their learners about the various aspects of CT which are involved in the unplugged activity and simultaneously use these mathematical equations as scaffolds between the unplugged activity and computer code programming. This theoretical manuscript may serve as a base for learners, should the facilitator ask them to embark on a software programming activity that is closely associated to the unplugged CT activity.

scholarly journals LA EVALUACIÓN POSITIVA DEL ERROR, FACTOR FUNDAMENTAL EN EL APRENDIZAJE POR COMPETENCIAS. EXPERIENCIA DE LA LICENCIATURA EN EDUCACIÓN ESPECIAL DE LA UNED DE COSTA RICA. THE POSITIVE EVALUATION OF THE ERROR, FUNDAMENTAL FACTOR IN LEARNING BASIC SKILLS. EXPE

2014 ◽  
Vol 5 (2) ◽  
pp. 103-119
Author(s):  
Ana C. Parra-Jiménez
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Essential Factor ◽  
Learning To Learn ◽  
Usual Practice ◽  
Fundamental Factor ◽  
Quantitative Factor ◽  
Error Factor ◽  
Toma De Decisiones ◽  
Value Learning

El aprendizaje de competencias se cimienta en el hacer, en la resolución de problemas y en la toma de decisiones que se aplicarán en la realidad contextual donde se ejecute los saberes. Durante la recolección de las evidencias es importante que el error se visualice como un factor de oportunidad para el crecimiento del desempeño a ejecutar. El facilitador(a) estimula al que aprende y el que aprende seguirá el reto que se le ofrece. El error debe analizarse de forma positiva y tomarse como factor esencial del aprendizaje de los saberes requeridos. Lo usual es marcar el error como un factor cuantitativo únicamente y no como una herramienta para obtener provecho y valorar el aprender a desaprender y emprender nuevas prácticas para el logro de la competencia.Palabras clave: Competencias, error, evidencias, oportunidad, aprender a aprender y a desaprenderAbstractLearning skills is founded on doing, in problem solving and decision making to be applied in the context where knowledge actually applies. During the collection of evidence is important that the error is displayed as a factor of opportunity for growth performance to execute, the facilitator (a) stimulates the learner and the learner will continue the challenge offered. The error should be seen positively and take it as an essential factor in the learning of knowledge required. The usual practice is to mark the error as a quantitative factor and not only get the benefit and value learning to unlearn and undertake new practices to achieve competition.Keywords: Competencies, error, evidence, opportunity, learning to learn and unlearn

scholarly journals Educação financeira e as contribuições do pensamento computacional em uma proposta de atividade voltada à tomada de decisão

2019 ◽  
Vol 3 (2) ◽  
pp. 151
Author(s):  
Ana Karina Cancian Baroni ◽  
Eliel Constantino da Silva ◽  
Marcus Vinícius Maltempi ◽  
Sueli Liberatti Javaroni
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Basic Education ◽  
Computational Thinking ◽  
Financial Education ◽  
Thought Processes ◽  
Financial Decision Making ◽  
Reasoning Problem ◽  
Financial Decision ◽  
Idea Organization

Resumo: Neste artigo trazemos uma atividade voltada à tomada de decisão em Educação Financeira, realizada no ambiente Scratch. Identificamos e valorizamos as contribuições do Pensamento Computacional no processo de elaboração da atividade, diante da sua relação com o raciocínio e os processos de pensamento. O objetivo é discutir como a Matemática e as discussões financeiras se fazem presentes, a partir de uma atividade que considera o Pensamento Computacional como um caminho para a tomada de decisão, de forma reflexiva e crítica. A análise da atividade, em conjunto com as contribuições teóricas apresentadas, nos mostra que esse caminho pode contribuir com os processos de pensamento, raciocínio, resolução de problemas e organização de ideias, indispensáveis para a tomada de decisões financeiras. Palavras-chave: Scratch; Educação Matemática; Educação Básica. Financial education and the contributions of the computacional thinking in a decision-making activity proposal Abstract: In this article we bring an activity focused on decision making in Financial Education, carried out in Scratch software. We identify and value the contributions of Computational Thinking in the process of elaboration of the activity, in relation to its relation with reasoning and thought processes. The objective is to discuss how Mathematics and financial discussions are presented, from an activity that considers computational thinking as a path to decision making, reflectively and critically. The analysis of the activity, together with the theoretical contributions presented, shows that this path can contribute to the processes of thinking, reasoning, problem solving and idea organization, indispensable for financial decision-making. Keywords: Scratch; Mathematics Education; Basic Education.

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

2019 ◽  
pp. 34-41
Author(s):  
M. M. Klunnikova
Keyword(s):  
Numerical Methods ◽  
Blended Learning ◽  
Computational Thinking ◽  
Individual Characteristics ◽  
Diagnostic Model ◽  
Mathematics Students ◽  
Professional Activities ◽  
Cognitive Component ◽  
Professional Field ◽  
The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

Truth Matters: Cognitive Integrity as an Intervention for Self-Deception

2017 ◽  
Author(s):  
Eugenia Isabel Gorlin ◽  
Michael W. Otto
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Autonomous Agents ◽  
Therapeutic Interventions ◽  
Empirical Validation ◽  
The Past ◽  
Adaptive Problem

To live well in the present, we take direction from the past. Yet, individuals may engage in a variety of behaviors that distort their past and current circumstances, reducing the likelihood of adaptive problem solving and decision making. In this article, we attend to self-deception as one such class of behaviors. Drawing upon research showing both the maladaptive consequences and self-perpetuating nature of self-deception, we propose that self-deception is an understudied risk and maintaining factor for psychopathology, and we introduce a “cognitive-integrity”-based approach that may hold promise for increasing the reach and effectiveness of our existing therapeutic interventions. Pending empirical validation of this theoretically-informed approach, we posit that patients may become more informed and autonomous agents in their own therapeutic growth by becoming more honest with themselves.

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