Desarrollo del Pensamiento Computacional con LEGO Mindstorm dirigido a estudiantes de grados 10 Y 11.

Abstract

: Countries with high development rates have seen a growing decline in professionals working in the computing field, companies and organizations are left without filling positions as a developer and digitizer, this leads colleges and universities to consider a possible solution to the problem , some of these institutions opt for a curricular reorganization, this is not always the most appropriate solution since it depends on many factors, one of them is the interest of the population in studying careers related to computer science. The systems engineering program is not inherent in this situation, the rate of people dropping out of the career is high, one of the main reasons are difficulties in matters such as programming which leads the student to make decisions such as changing careers or dropping out. their studies, these shortcomings come from the scholastic stage, lack a computational thinking generating difficulties in areas such as science, mathematics and logic. The schools do not include in their curricula subjects related to the teaching of computational thinking. The main objective of this work is the development of computational thinking with LEGO Mindstorm Ev3, in first semester systems engineering students at the University of Pamplona, taking a population sample of six students, we proceed to the application of a pilot test, which consists in the realization of a course for the development of computational thinking, where with data collection techniques, the student's performance will be known at the beginning of the course and at the end of the process, this to know if he has had improvements in the skills of the computational thinking This course was designed following the constructivist theory, where the student is taught to organize, build and implement solutions to problems, enriching theirknowledge and developing skills related to computational thinking. This theory is based on the construction of solutions to situations or problems through a mental process that involves the acquisition of new knowledge, as well as the contingency of building it and acquiring the skills that will allow the student to apply said knowledge in solving the problem.