Integrative pedagogical model of computational thinking for the teaching and learning of basic programming
DOI:
https://doi.org/10.63688/ss155s24Keywords:
computational thinking, basic programming, higher education, pedagogical model, problem solvingAbstract
Teaching basic programming in higher education requires attention to reasoning processes that precede code writing. This study aimed to design an Integrative Pedagogical Model of Computational Thinking to strengthen the teaching and learning of Basic Programming in the Technological Area of Universidad San Francisco Xavier de Chuquisaca. A convergent mixed-methods, descriptive, design-oriented, cross-sectional approach was used, integrating quantitative, qualitative, and documentary evidence. Participants were 289 students from a population of 741 and eight faculty members. Data were collected through a Bebras-based task assessment, semi-structured interviews, and analysis of academic records from 2020-2025. The diagnosis identified difficulties in decomposition, pattern recognition, abstraction, and algorithmic design, together with pedagogical, technological, and emotional factors. Available records showed 132 dropouts among 161 students in 1/2020 and, in 2/2024, 22 passes versus 20 failures. Triangulation informed a model integrating entry diagnosis, computational thinking, pedagogical and technological mediation, programming, feedback, and formative assessment. The proposal provides a contextualized structure for organizing programming instruction; however, its effectiveness must be established in a subsequent implementation and empirical evaluation phase.
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