2026-04-27T19:53:10Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/776882025-09-12T19:03:28Zcom_10324_1145com_10324_931com_10324_894col_10324_1254

Berciano Alcaraz, Ainhoa Cuida Gómez, María Astrid Novo Martín, María Luisa 2025-09-12T09:06:37Z 2025-09-12T09:06:37Z 2025 Education and Information Technologies, 2025, Vol. 30, p. 6925–6949. 1360-2357 https://uvadoc.uva.es/handle/10324/77688 10.1007/S10639-024-13092-1 6925 6 6949 Education and Information Technologies 30 1573-7608 Producción Científica In the last two decades, computational thinking has gained wide relevance in international educational systems. The inclusion of this new type of thinking poses educational challenges with some underlying research questions that need to be answered to meet these challenges with quality. Thus, this study focuses on analyzing the difficulties that teachers in initial training experience have, when carrying out translation tasks of programming languages used by certain educational robots, in this case, the Cubetto. For this purpose, a specific learning sequence has been designed to work with different programming languages (Cubetto, Bee-Bot, Scratch) and natural language. The work of early childhood and elementary trainee teachers in these tasks has been analyzed using a descriptive approach. The main results are: (1) some of the difficulties encountered are clearly caused by the Cubetto hardware (regardless of the language to which it is translated) and (2) the designed learning sequence has enabled coding skills to be improved remarkably. We conclude that translation tasks between programming languages are necessary in initial teacher training to improve their ability programming and their computational thinking, and for them to be able to detect the disadvantages and benefits of educational robots in their transposition to the classroom. application/pdf eng Springer info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/4.0/ © The Authors 2024 Atribución 4.0 Internacional Coding Computational thinking Pre-service teachers Early childhood and primary education 1203.10 Enseñanza Con Ayuda de Ordenador The importance of coding and translation between programming languages in sequential activities of pre-service teachers: an approach info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://link.springer.com/article/10.1007/s10639-024-13092-1 SI