Apuntes sobre el “pensamiento computacional” en la educación infantil
This work aims to reflect on the place of "computational thinking" in the pedagogical discourses in Argentina, especially at the Kindergarten. Bibliographical references are taken and some examples are offered from curricular field in reference to that category. We point out, at first, som...
Guardado en:
| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2022
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6086 |
| Sumario: | This work aims to reflect on the place of "computational thinking" in the pedagogical discourses in Argentina, especially at the Kindergarten. Bibliographical references are taken and some examples are offered from curricular field in reference to that category. We point out, at first, some implications of the computer metaphor - proposed by Cognitive Psychology - on the representation of the children learning. In the second part, the relationships between "computational thinking" and other thought models which are usually named in the curriculum (as critical, creative, reflective, complex, expressive thinking), are addressed. Finally, we take the question about the possible political implications that the promotion of "computational thinking" at school. |
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