El pensamiento algorítmico como estrategia didáctica para el desarrollo de habilidades de resolución de problemas en el contexto de la educación básica secundaria

  1. Pinzón Pérez, Diego Fernando 1
  2. Román González, Marcos 2
  3. González Palacio, Enoc Valentín 3
  1. 1 Universidad de San Buenaventura. Medellín, Colombia
  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  3. 3 Universidad de Antioquia. Medellín, Colombia
Journal:
RED: revista de educación a distancia

ISSN: 1578-7680

Year of publication: 2023

Volume: 23

Issue: 73

Type: Article

DOI: 10.6018/RED.542111 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: RED: revista de educación a distancia

Abstract

The present research proposes a connection between algorithmic thinking skills and problem solving skills based on a quantitative quasi-experimental study supported by a multiple linear regression model. The results indicate that the applied intervention had statistically significant effects on problem solving skills in the experimental groups and an improvement in the control group; in addition to this, a model equation was determined that predicts the incidence of algorithmic thinking skills on problem solving with a model fit of 47.5% (R2). It is concluded with empirical bases that algorithmic thinking, and the skills that underlie it, decomposition, abstraction and algorithmization, as a didactic strategy in the context of secondary education, has a significant impact on the development of problem-solving skills in students, an issue considered fundamental for the 21st century.

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