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Title: Presentation of the paper “Relationship of knowledge to learn in programming methodology and evaluation of computational thinking”
Authors: Rojas López, Arturo
Keywords: Computational Thinking; Computer Programming Course; Curriculum Design; Educational Programming; Engineering Course; Engineering Education; Engineering Problems; First Year Students; Higher Education; Introductory Programming Course; Learning Programming; Programming; Programming Teaching; Students; Teaching
Issue Date: 2-Nov-2016
Abstract: This is the presentation of the paper entitled “Relationship of knowledge to learn in programming methodology and evaluation of computational thinking” in the Computational Thinking Track of the TEEM 2016 International Conference held in Salamanca (Spain) in November 2-4, 2016. Computational thinking (CT) is a way that allows us to create solutions to problems through the use of skills such as abstraction, decomposition, generalization, evaluation and algorithmic design. There are Institutions that offer global CT assessment to particularly promote the study of professions in the area of Computer Science and in some cases there is also training for teachers of primary and secondary education. In this paper we present the proposal to evaluate the CT skills of new students in the Division of Technologies Information and Communication of the Universidad Tecnológica de Puebla to relate the knowledge indicated in the Programming Methodology course and provide an initial environment that accredits learning, review or learn as determined by the test in order to motivate the student who already has a knowledge and attends the required education. The main conclusion of the work is to create learning scenarios through assessing the skills mentioned initially using reagents internationally recognized.
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