RT info:eu-repo/semantics/article
T1 The importance of coding and translation between programming languages in sequential activities of pre-service teachers: an approach
A1 Berciano Alcaraz, Ainhoa
A1 Cuida Gómez, María Astrid
A1 Novo Martín, María Luisa
K1 Coding
K1 Computational thinking
K1 Pre-service teachers
K1 Early childhood and primary education
K1 1203.10 Enseñanza Con Ayuda de Ordenador
AB 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.
PB Springer
SN 1360-2357
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/77688
UL https://uvadoc.uva.es/handle/10324/77688
LA eng
NO Education and Information Technologies, 2025, Vol. 30, p. 6925–6949.
NO Producción Científica
DS UVaDOC
RD 11-oct-2025