Computational Thinking and Modular Programming in C++ Language Teaching
DOI:
https://doi.org/10.63688/vn145s84Keywords:
computational thinking, digital competence, pedagogical innovation, modular programming, technical educationAbstract
Computational thinking is recognized as a key competence in 21st-century education, yet its integration into C++ instruction at the technical higher education level remains limited. In the course Basic Programming (SIS100) at Universidad San Francisco Xavier de Chuquisaca, high dropout rates (60%–70%) and failure rates (40%–50%) were recorded between 2016 and 2023. This article proposes an innovative pedagogical model based on computational thinking and modular programming, grounded in previous studies conducted in this course. The proposal incorporates active methodologies, game-based learning, and challenges inspired by the Bebras model, promoting a structured and meaningful approach to teaching C++. Evidence is presented showing that the integration of computational thinking and modular programming enhances students’ understanding of C++ concepts. The feasibility and potential application of the proposed model in technical education are also analyzed, aligning with international trends in educational innovation and aiming to strengthen the development of advanced technological competencies.
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