Approaches of learning and computational thinking in students that get into the computer sciences career
Abstract: The way in which the student processes the information, codifies it and recovers it, constitutes its learning approach. The learning process differentiates two qualitative ways of dealing with this process: the deep approach and the superficial approach. The use of each approach depends on the context. However, the adoption of a deep learning approach is positively related to the academic performance. Computational Thinking is defined as a competence of the XXI century, which allows solving problems from a computational point of view, and there is a variety of instruments that allow to measure it, and to know the state in which the evaluated student is. In this paper, we verified the existence of the positive significant relationship between the learning approach and computational thinking in students entering the career of Computer Sciences. By applying Pearson correlation test to verify the relationship between Learning Approaches and Computational Thinking, we found that both variables have homogeneous behaviors and that students show similar conditions. Men are in better conditions than women on the evaluated aspects of the Computational Thinking, Also, we found a significantly positive relationship between Computational Thinking and the Learning Approach (r = 0,882). This result shows that the learning approaches that students practice are linked to the computational thinking they demonstrate. According to the results, the teachers of this career must develop active and deep methodological strategies due to the predisposition in these students.
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2019-07-30T19:26:45Z
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Subjects: | PROCESO DE APRENDIZAJE, ESTUDIANTES UNIVERSITARIOS, RESOLUCION DE PROBLEMAS, COMPETENCIAS, SIGLO XXI, EDUCACION, |
Online Access: | https://repositorio.uca.edu.ar/handle/123456789/8436 |
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oai:ucacris:123456789-84362021-03-12T18:33:46Z Approaches of learning and computational thinking in students that get into the computer sciences career Villalba Condori, Klinge Orlando Castro Cuba-Sayco, Sonia Esther Guillen Chávez, Evelyn Paola Deco, Claudia Bender, Cristina PROCESO DE APRENDIZAJE ESTUDIANTES UNIVERSITARIOS RESOLUCION DE PROBLEMAS COMPETENCIAS SIGLO XXI EDUCACION Abstract: The way in which the student processes the information, codifies it and recovers it, constitutes its learning approach. The learning process differentiates two qualitative ways of dealing with this process: the deep approach and the superficial approach. The use of each approach depends on the context. However, the adoption of a deep learning approach is positively related to the academic performance. Computational Thinking is defined as a competence of the XXI century, which allows solving problems from a computational point of view, and there is a variety of instruments that allow to measure it, and to know the state in which the evaluated student is. In this paper, we verified the existence of the positive significant relationship between the learning approach and computational thinking in students entering the career of Computer Sciences. By applying Pearson correlation test to verify the relationship between Learning Approaches and Computational Thinking, we found that both variables have homogeneous behaviors and that students show similar conditions. Men are in better conditions than women on the evaluated aspects of the Computational Thinking, Also, we found a significantly positive relationship between Computational Thinking and the Learning Approach (r = 0,882). This result shows that the learning approaches that students practice are linked to the computational thinking they demonstrate. According to the results, the teachers of this career must develop active and deep methodological strategies due to the predisposition in these students. 2019-07-30T19:26:45Z 2019-07-30T19:26:52Z 2019-07-30T19:26:45Z 2019-07-30T19:26:52Z 2018 Artículo Villalba-Condori KO, Castro Cuba-Sayco SE, Guillen Chávez EP, Deco C, Bender C. Approaches of learning and computational thinking in students that get into the computer sciences career [en línea]. TEEM'18 Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. 2018. doi: 10.1145/3284179.3284185 Disponible en: https://repositorio.uca.edu.ar/handle/123456789/8436 978-1-4503-6518-5 https://repositorio.uca.edu.ar/handle/123456789/8436 10.1145/3284179.3284185 eng Acceso Abierto http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf ACM TEEM'18 Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality |
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PROCESO DE APRENDIZAJE ESTUDIANTES UNIVERSITARIOS RESOLUCION DE PROBLEMAS COMPETENCIAS SIGLO XXI EDUCACION PROCESO DE APRENDIZAJE ESTUDIANTES UNIVERSITARIOS RESOLUCION DE PROBLEMAS COMPETENCIAS SIGLO XXI EDUCACION |
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PROCESO DE APRENDIZAJE ESTUDIANTES UNIVERSITARIOS RESOLUCION DE PROBLEMAS COMPETENCIAS SIGLO XXI EDUCACION PROCESO DE APRENDIZAJE ESTUDIANTES UNIVERSITARIOS RESOLUCION DE PROBLEMAS COMPETENCIAS SIGLO XXI EDUCACION Villalba Condori, Klinge Orlando Castro Cuba-Sayco, Sonia Esther Guillen Chávez, Evelyn Paola Deco, Claudia Bender, Cristina Approaches of learning and computational thinking in students that get into the computer sciences career |
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Abstract: The way in which the student processes the information, codifies it and recovers it, constitutes its learning approach. The learning process differentiates two qualitative ways of dealing with this process: the deep approach and the superficial approach. The use of each approach depends on the context. However, the adoption of a deep learning approach is positively related to the academic performance. Computational Thinking is defined as a competence of the XXI century, which allows solving problems from a computational point of view, and there is a variety of instruments that allow to measure it, and to know the state in which the evaluated student is. In this paper, we verified the existence of the positive significant relationship between the learning approach and computational thinking in students entering the career of Computer Sciences. By applying Pearson correlation test to verify the relationship between Learning Approaches and Computational Thinking, we found that both variables have homogeneous behaviors and that students show similar conditions. Men are in better conditions than women on the evaluated aspects of the Computational Thinking, Also, we found a significantly positive relationship between Computational Thinking and the Learning Approach (r = 0,882). This result shows that the learning approaches that students practice are linked to the computational thinking they demonstrate.
According to the results, the teachers of this career must develop active and deep methodological strategies due to the predisposition in these students. |
format |
Artículo |
topic_facet |
PROCESO DE APRENDIZAJE ESTUDIANTES UNIVERSITARIOS RESOLUCION DE PROBLEMAS COMPETENCIAS SIGLO XXI EDUCACION |
author |
Villalba Condori, Klinge Orlando Castro Cuba-Sayco, Sonia Esther Guillen Chávez, Evelyn Paola Deco, Claudia Bender, Cristina |
author_facet |
Villalba Condori, Klinge Orlando Castro Cuba-Sayco, Sonia Esther Guillen Chávez, Evelyn Paola Deco, Claudia Bender, Cristina |
author_sort |
Villalba Condori, Klinge Orlando |
title |
Approaches of learning and computational thinking in students that get into the computer sciences career |
title_short |
Approaches of learning and computational thinking in students that get into the computer sciences career |
title_full |
Approaches of learning and computational thinking in students that get into the computer sciences career |
title_fullStr |
Approaches of learning and computational thinking in students that get into the computer sciences career |
title_full_unstemmed |
Approaches of learning and computational thinking in students that get into the computer sciences career |
title_sort |
approaches of learning and computational thinking in students that get into the computer sciences career |
publisher |
ACM |
publishDate |
2019-07-30T19:26:45Z |
url |
https://repositorio.uca.edu.ar/handle/123456789/8436 |
work_keys_str_mv |
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