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Estrategias Lúdicas Para La Enseñanza De La Programación: Un Análisis Comparativo De Su Eficacia En La Educación Superior

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Estrategias Lúdicas Para La Enseñanza De La Programación: Un Análisis Comparativo De Su Eficacia En La Educación Superior UNIVERSIDAD DE EXTREMADURA TESIS DOCTORAL ESTRATEGIAS LÚDICAS PARA LA ENSENSEÑENSE EENSEÑÑÑANZAANZA DE LA PROGRAMACIÓN: UN ANÁLISIS COMPARATIVO DE SU EFICACIA EN LA EDUCACIÓN SUPERIOR DIEGO PABLO CORSI PROGRAMA DE DOCTORADO EN INNOVACIÓN EN FORMACIÓN DEL PROFESORADO.ASESORAMIENTO ANÁLISIS DE LA PRÁCTICA EDUCATIVA Y TIC EN EDUCACIÓN. 2 0 1201999 UNIVERSIDAD DE EXTREMADURA TESIS DOCTORAL ESTRATEGIAS LÚDICAS PARA LA ENSEÑANZA DE LA PROGRAMACIÓN: UN ANÁLISIS COMPARATIVO DE SU EFICACIA EN LA EDUCACIÓN SUPERIOR DIEGO PABLO CORSI PROGRAMA DE DOCTORADO EN INNOVACIÓN EN FORMACIÓN DEL PROFESORADO.ASESORAMIENTO ANÁLISIS DE LA PRÁCTICA EDUCATIVA Y TIC EN EDUCACIÓN. Conformidad de lllososos Director Directoreseseses::: Fdo: Dr. Francisco Ignacio Revuelta Domínguez Fdo: Dra. María Inmaculada Pedrera Rodríguez DirectorDirectorDirector CodirectoraCodirectoraCodirectora 2 0 1201999 A Adriana AGRADECIMIENTOS Quisiera a través de estas líneas expresar mi agradecimiento a las personas que con su dedicación, apoyo y orientación me han acompañado durante la extraordinaria experiencia formativa que fue llevar a cabo las actividades del programa de doctorado y elaborar esta tesis. Al Dr. Francisco I. Revuelta Domínguez y a la Dra. María Inmaculada Pedrera Rodríguez, por comprometerse con la dirección de este trabajo, aportando su inestimable asesoramiento y dedicándole su tiempo. A mi esposa Adriana, quien me alentó y me ayudó durante todo el proceso. A mi madre y mis hermanos, por su apoyo permanente, en especial a Julieta, quien desde España me dio una mano con los trámites administrativos de la Universidad de Extremadura. A mi padre y mis abuelos, por seguir acompañándome y guiándome siempre. A todos los estudiantes que participaron de esta investigación, ya sea cursando las materias que dicto en el Instituto Nacional Superior del Profesorado Técnico (Universidad Tecnológica Nacional), programando videojuegos, jugándolos, dando entrevistas o completando cuestionarios y encuestas. A mis compañeros docentes e investigadores, por compartir conmigo sus opiniones y conocimientos. E incluyo aquí a todos aquellos que han sido mis maestros y profesores en algún momento de mi vida. A las autoridades de las instituciones donde trabajo, por facilitar mi participación en eventos relacionados con la temática de esta investigación. A todos ustedes, de todo corazón, ¡muchas gracias! vii CONTENIDOCONTENIDOCONTENIDO IntroducciónIntroducciónIntroducción................................................................................................ .........................................................................................................................................................................................................................1111 Contextualización y planteamiento del problema de investigación................................. 1 Justificación y objetivo del estudio ................................................................................... 3 Estructura de la tesis ........................................................................................................ 4 PPrimerarimera Parte MARCO TEÓRICO CCapítuloapítulo 1Capítulo 1:1::: El Aprendizaje de la PrograProgramaciónmaciónmaciónmación....................................................................................................................................................................................................................999 1.1. Historia general de la programación y su aprendizaje ............................................ 10 1.1.1. Décadas de 1950 y 1960: La programación llega a las universidades.............. 10 1.1.2. Década de 1970: La programación llega a los hogares .................................... 15 1.1.3. Década de 1980: La programación llega a las escuelas .................................... 19 1.1.4. Década de 1990: Disminuye el entusiasmo por la programación.................... 28 1.1.5. Década de 2000: Se priorizan otros usos de las computadoras........................ 36 1.1.6. Década de 2010: La programación retorna a las aulas..................................... 43 1.2. La programación orientada a objetos...................................................................... 49 1.3. Razones para la importancia de aprender programación ........................................ 53 1.3.1. El mercado laboral demanda programadores................................................... 53 1.3.2. La informática forma parte de nuestras vidas .................................................. 54 1.3.3. Al programar se ejercita el pensamiento computacional.................................. 54 1.3.4. Aprender programación forma parte de la alfabetización computacional ....... 55 1.3.5. Saber programación puede aumentar la productividad.................................... 55 1.3.6. Aprender programación puede ayudar a reducir las brechas digitales ............. 56 1.4. Modelos didácticos para la programación............................................................... 57 1.4.1. Escalera semiótica ............................................................................................ 57 ix 1.4.2. Taxonomía de objetivos cognitivos.................................................................. 59 1.4.3. Resolución de problemas.................................................................................. 61 1.5. Evaluación del aprendizaje de la programación...................................................... 61 1.5.1. Pruebas objetivas .............................................................................................. 61 1.5.2. Trabajos para hacer en casa.............................................................................. 62 1.5.3. Exámenes de respuestas cortas......................................................................... 63 1.5.4. Miniproyectos de laboratorio........................................................................... 63 1.6. Requisitos cognitivos para el aprendizaje de la programación................................ 64 1.6.1. Capacidad matemática ..................................................................................... 64 1.6.2. Capacidad de procesamiento............................................................................ 65 1.6.3. Capacidad de aplicar el razonamiento analógico ............................................. 65 1.6.4. Capacidad de aplicar el razonamiento condicional.......................................... 66 1.6.5. Capacidad de aplicar el pensamiento procedimental....................................... 66 1.6.6. Capacidad de aplicar el razonamiento temporal .............................................. 67 1.7. Obstáculos para el aprendizaje de la programación ................................................ 68 1.7.1. Motivación inadecuada del estudiante............................................................. 68 1.7.2. Estilo de aprendizaje inapropiado.................................................................... 69 1.7.3. Creencia del estudiante en su falta de aptitud ................................................. 70 1.7.4. Ritmo del curso ................................................................................................ 72 1.7.5. Dificultad de la disciplina ................................................................................ 72 CCapítuloapítulo 2Capítulo 2:2::: Las Relaciones Interpersonales en las AulasAulas.....................................................................................................................................................................75757575 2.1. La importancia de estudiar las relaciones humanas en las aulas ............................. 75 2.2. El test sociométrico................................................................................................. 76 2.2.1. Trabajo preparatorio I: Elaboración del protocolo o ficha técnica .................. 77 2.2.2. Trabajo preparatorio II: Elaboración del cuestionario..................................... 78 2.2.3. Trabajo preparatorio III: Motivación del grupo .............................................. 79 2.2.4. Aplicación del cuestionario .............................................................................. 81 2.2.5. Análisis de las respuestas I: Elaboración de la matriz sociométrica................. 82 2.2.6. Análisis de las respuestas II: Cálculo de los valores e índices sociométricos ... 83 2.2.7. Síntesis de los resultados I: Elaboración de los sociogramas ........................... 85 x 2.2.8. Síntesis de los resultados II: Elaboración del informe sociométrico................ 86 2.3. Validez del test sociométrico................................................................................... 86 Capítulo 33:::: La Inteligencia Emocional ................................................................................... ................................ ............................................................................................ ............... 878787 3.1. La importancia de evaluar la inteligencia emocional .............................................. 88 3.2. Algunos modelos teóricos de la inteligencia emocional.......................................... 90 3.2.1. Modelos de Salovey y Mayer ........................................................................... 90 3.2.2. Modelo de Petrides y Furnham ....................................................................... 94 3.2.3. Otros modelos.................................................................................................
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