Literacy and computational thinking in educational contexts: contributions from critical and situated approaches
The development of computational thinking (CT) skills is considered fundamental to Computer Science (CS) pedagogy. While there are differences regarding what CT might encompass and what its specific elements are, various authors agree that it is a central analytical thinking skill for all sciences....
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2025
|
| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2092 |
| Aporte de: |
| id |
I15-R240-article-2092 |
|---|---|
| record_format |
ojs |
| spelling |
I15-R240-article-20922026-02-02T14:22:26Z Literacy and computational thinking in educational contexts: contributions from critical and situated approaches Alfabetización y pensamiento computacional en contextos educativos: aportes desde un enfoque crítico y situado Aguiar Cau, Lourdes Echeveste, María Emilia Monjelat, Natalia Gabriela pensamiento computacional ciencias de la computación enfoque sociocultural educación perspectiva crítica computational thinking computer science sociocultural approach education critical perspective The development of computational thinking (CT) skills is considered fundamental to Computer Science (CS) pedagogy. While there are differences regarding what CT might encompass and what its specific elements are, various authors agree that it is a central analytical thinking skill for all sciences. Similarly, several authors point out that the cognitive approach to CT has been the dominant and largely unchallenged paradigm in the most recent wave of computing education initiatives from preschool to secondary school. However, the importance of broadening definitions has been highlighted to understand how CT can become a central element in promoting educationally relevant computational literacies. Given this situation, this paper presents the foundations that support critical and situated views of CT, and then identifies and analyzes proposals that have been developed from these frameworks in educational contexts. This is expected to contribute to the field of science teaching, highlighting proposals and approaches that reflect the complexity of the disciplinary field in a highly digitalized sociocultural context, where CT is essential. El desarrollo de las habilidades de pensamiento computacional (PC) se considera fundamental en la pedagogía de las ciencias de la computación (CC). Si bien existen diferencias en cuanto a lo que podría abarcar el PC y cuáles son sus elementos concretos, diferentes autores coinciden en que se trata de una habilidad de pensamiento analítico central para todas las ciencias. Asimismo, diversas investigaciones indican que el enfoque cognitivo del PC ha sido el paradigma dominante y, en gran medida, incuestionable en la ola más reciente de iniciativas de educación en computación, desde el nivel preescolar hasta la secundaria. Sin embargo, se ha señalado la importancia de ampliar las definiciones, para comprender de qué manera el PC puede convertirse en una pieza central en la promoción de alfabetizaciones computacionales relevantes para la educación. Considerando esta situación, el presente trabajo presenta fundamentos que sustentan las visiones críticas y situadas del PC, para luego identificar y describir propuestas que se han desarrollado desde dichos marcos en contextos educativos. Con ello se espera contribuir al campo de la didáctica de las CC, poniendo en valor propuestas y enfoques que dan cuenta de la complejidad del campo disciplinar, en un contexto sociocultural altamente digitalizado, donde el PC resulta fundamental. IRICE (CONICET-UNR) 2025-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2092 10.35305/revistairice.vi49.2092 Revista IRICE; Núm. 49 (2025); e2092 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2092/3427 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2092/3428 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2092/3429 Derechos de autor 2025 Lourdes Aguiar Cau, María Emilia Echeveste, Natalia Gabriela Monjelat https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
pensamiento computacional ciencias de la computación enfoque sociocultural educación perspectiva crítica computational thinking computer science sociocultural approach education critical perspective |
| spellingShingle |
pensamiento computacional ciencias de la computación enfoque sociocultural educación perspectiva crítica computational thinking computer science sociocultural approach education critical perspective Aguiar Cau, Lourdes Echeveste, María Emilia Monjelat, Natalia Gabriela Literacy and computational thinking in educational contexts: contributions from critical and situated approaches |
| topic_facet |
pensamiento computacional ciencias de la computación enfoque sociocultural educación perspectiva crítica computational thinking computer science sociocultural approach education critical perspective |
| author |
Aguiar Cau, Lourdes Echeveste, María Emilia Monjelat, Natalia Gabriela |
| author_facet |
Aguiar Cau, Lourdes Echeveste, María Emilia Monjelat, Natalia Gabriela |
| author_sort |
Aguiar Cau, Lourdes |
| title |
Literacy and computational thinking in educational contexts: contributions from critical and situated approaches |
| title_short |
Literacy and computational thinking in educational contexts: contributions from critical and situated approaches |
| title_full |
Literacy and computational thinking in educational contexts: contributions from critical and situated approaches |
| title_fullStr |
Literacy and computational thinking in educational contexts: contributions from critical and situated approaches |
| title_full_unstemmed |
Literacy and computational thinking in educational contexts: contributions from critical and situated approaches |
| title_sort |
literacy and computational thinking in educational contexts: contributions from critical and situated approaches |
| description |
The development of computational thinking (CT) skills is considered fundamental to Computer Science (CS) pedagogy. While there are differences regarding what CT might encompass and what its specific elements are, various authors agree that it is a central analytical thinking skill for all sciences. Similarly, several authors point out that the cognitive approach to CT has been the dominant and largely unchallenged paradigm in the most recent wave of computing education initiatives from preschool to secondary school. However, the importance of broadening definitions has been highlighted to understand how CT can become a central element in promoting educationally relevant computational literacies. Given this situation, this paper presents the foundations that support critical and situated views of CT, and then identifies and analyzes proposals that have been developed from these frameworks in educational contexts. This is expected to contribute to the field of science teaching, highlighting proposals and approaches that reflect the complexity of the disciplinary field in a highly digitalized sociocultural context, where CT is essential. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2025 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2092 |
| work_keys_str_mv |
AT aguiarcaulourdes literacyandcomputationalthinkingineducationalcontextscontributionsfromcriticalandsituatedapproaches AT echevestemariaemilia literacyandcomputationalthinkingineducationalcontextscontributionsfromcriticalandsituatedapproaches AT monjelatnataliagabriela literacyandcomputationalthinkingineducationalcontextscontributionsfromcriticalandsituatedapproaches AT aguiarcaulourdes alfabetizacionypensamientocomputacionalencontextoseducativosaportesdesdeunenfoquecriticoysituado AT echevestemariaemilia alfabetizacionypensamientocomputacionalencontextoseducativosaportesdesdeunenfoquecriticoysituado AT monjelatnataliagabriela alfabetizacionypensamientocomputacionalencontextoseducativosaportesdesdeunenfoquecriticoysituado |
| first_indexed |
2026-02-04T05:03:32Z |
| last_indexed |
2026-02-04T05:03:32Z |
| _version_ |
1856169744726491136 |