Programación visual por bloques en Educación Primariaaprendiendo y creando contenidos en ciencias sociales

  1. Sáez López, José Manuel 1
  2. Cózar Gutiérrez, Ramón 2
  1. 1 Facultad de Educación. UNED
  2. 2 Facultad de Educación de Albacete. Universidad de Castilla-La Mancha
Zeitschrift:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Datum der Publikation: 2017

Ausgabe: 28

Nummer: 2

Seiten: 409-426

Art: Artikel

DOI: 10.5209/REV_RCED.2017.V28.N2.49381 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista complutense de educación

Ziele für nachhaltige Entwicklung

Zusammenfassung

El presente estudio detalla el análisis de la práctica e integración de programación visual por bloques en el área de Ciencias Sociales en Educación Primaria a través de la aplicación Scratch. A partir de una Investigación Basada en el Diseño (Design Based Reseach), triangulación de datos, la taxonomía clásica de Bloom, el Modelo TPACK y el enfoque de Clase Invertida (Flipped Classroom) se valoran los beneficios y las prácticas llevadas a cabo en la intervención. En este caso trabajan 46 alumnos de 6º de Primaria en el curso académico 2013-14 creando animaciones y entornos interactivos que permiten el desarrollo de contenidos de Historia del Arte a través de las obras pictóricas de El Greco, Velázquez, Picasso y Dalí. Se valoran procesos de aprendizaje y creación de productos multimedia a través de programación visual de un modo estructurado desde los mencionados modelos. Analizando aprendizaje activo, contenidos en Historia del Arte y conceptos computacionales, los resultados destacan la capacidad de los alumnos de comprender, aplicar y sintetizar los elementos trabajados. Se concluye que estas prácticas propician mejoras en los alumnos en relación a motivación, satisfacción, diversión, utilidad y compromiso, posibilitando la comprensión de los contenidos y de la lógica y conceptos computacionales a través de actividades multimedia con programación visual por bloques.

€ Finanzierung ansehen

Informationen zur Finanzierung

Investigación financiada por la Universidad de Castilla-La Mancha GI20152955 LabinTic. Laboratorio de integración de las TIC en el aula.

Geldgeber

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Fuente de los datos: Dialnet