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Resolución de problemas en el área lógico-matemática aplicando la robótica educativa en Educación Infantil: una revisión sistemática

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Valencià Castellano

Resolución de problemas en el área lógico-matemática aplicando la robótica educativa en Educación Infantil: una revisión sistemática

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	González Peiró, Alicia Vargas Pecino, Cristina (dir.) Departament de Psicologia Evolutiva i de l'Educació
	This document is a trabajo fin de gradoDate2020
	La sociedad está en continuo cambio y, con ello, surgen nuevas metodologías en el ámbito escolar con el fin de que los alumnos adquieran habilidades que puedan ser útiles para su vida cotidiana. El objetivo de esta revisión sistemática es comprobar si el uso de la Robótica Educativa (RE) en Educación Infantil contribuye al desarrollo del pensamiento computacional de los niños y niñas, en concreto, si sirve como herramienta para la resolución de problemas. Tras realizar la búsqueda de literatura en Trobes+, Dialnet, PyscInfo, ERIC y Psicodoc, se incluyen 6 estudios en la revisión sistemática. Los resultados muestran una mejora en el pensamiento computacional de los estudiantes, el cual incluye la resolución de problemas y la orientación espacial, así como un aumento de la motivación en la realización de las actividades.
	Society is constantly changing and, with this, new methodologies are emerging in the school environment so that students acquire skills that can be useful in their daily lives. The aim of this systematic review is to check whether the use of Educational Robotics (ER) in Early Childhood Education contributes to the development of children’s computational thinking, specifically if it serves as a tool for problem solving. After searching the literature in Trobes+, Dialnet, PsycInfo, ERIC and Psicodoc, 6 studies are included in the systematic review. The results show an improvement in students’ computational thinking, which includes problem solving and spatial orientation, as well as an increase in the motivation to perform the activities.... [Leer más...] [-] Society is constantly changing and, with this, new methodologies are emerging in the school environment so that students acquire skills that can be useful in their daily lives. The aim of this systematic review is to check whether the use of Educational Robotics (ER) in Early Childhood Education contributes to the development of children’s computational thinking, specifically if it serves as a tool for problem solving. After searching the literature in Trobes+, Dialnet, PsycInfo, ERIC and Psicodoc, 6 studies are included in the systematic review. The results show an improvement in students’ computational thinking, which includes problem solving and spatial orientation, as well as an increase in the motivation to perform the activities.
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