Concerning the key skills of CT, most researchers consider abstraction, decomposition, algorithmic design, generalization, and evaluation. Finally, Kules added critical thinking as a form of reasoning and exchange of ideas before solving problems through computational thinking skills. It also directly relates to the development of common skills through creative programming and innovation. ![]() pointed out that the use of tools based on block programming and hardware generates interest and motivation in students, as well as teamwork and problem-solving through abstraction, decomposition, and algorithmic thinking skills. in an applied study pointed out that programming helps to understand and develop activities of mathematics and other disciplines that can be abstract or complex this involves developing programs through the computer to solve problems in mathematics or other areas. Several authors have expressed the importance and benefits of computational thinking in higher education, highlighting the ability of abstraction and algorithmic thinking in strengthening reading comprehension and in solving complex problems following algorithmic methods. Through the components of Sucre4Stem, students designed, created, and programmed collaborative sensorization projects that recreate real situations of the IoT. promoted computational thinking at pre-university students through the Sucre4Stem project, using block programming, assembly of sensors and actuators in microcontrollers, network connectivity, and remote data sharing. They also stated that block programming-based application development reduces syntax errors and encapsulates mobile device functions in high-level abstractions that are easy to incorporate into applications. ![]() ![]() explored AppInventor for integration into undergraduate computer science and engineering courses, thereby introducing computational thinking in the context of creating mobile apps, and recommended it for beginning students to help reduce barriers to programming. promotes the Codeblocks tool integrated with Tinkercad, which generates motivation in students, the key factors being diversity in the composition of the student group, availability of 3D printers to materialize designs, and a test environment. presented the Snap4 Arduino visual programming platforms to be used by students starting their engineering careers, adding the AppInventor tool and IoT (Internet of Things) devices for activities related to their geographical area. Ĭoncerning the use of technological resources for solutions STEM, Sobreira et al. These inequalities in the education sector are very marked in the regions of Peru, resulting in poor academic training in students who are entering public universities in the Huancavelica region, where students have low skills in problem-solving, mathematical reasoning, logic, reading comprehension, abstraction skills, critical thinking, pattern recognition, and teamwork. Inequalities in the education sector manifest themselves in various ways, one of them being the effective use of ICTs, not only as simple users of technologies, but also to strengthen cognitive skills. In the last two PISA assessments in Latin American countries, the results showed that Peru was the most critical, where 90% of students did not achieve the required level of reading skills, and 95% of students did not achieve the required level of mathematical skills, considered key for citizens to develop in today’s world and contribute to the development of the country. There are differences between rural and urban areas, students of high and low socioeconomic levels, different cultural levels, and pronounced differences between rural and urban schools concerning educational quality. ![]() In Latin America, countries are heterogeneous and each country is heterogeneous within itself.
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