Integración de la tecnología con Arduino y programación basada en bloques para fortalecer la autoeficacia de los futuros docentes de ciencias en circuitos eléctricos
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.17Palabras clave:
Arduino, autoeficacia en programación, circuitos eléctricos, formación inicial del profesorado de ciencias, programación basada en bloquesResumen
Este estudio explora los efectos de la integración de la programación basada en bloques y Arduino en la formación inicial de profesores de ciencias desde una perspectiva de tecnologías de la información y la comunicación (TIC). El estudio se llevó a cabo con 37 futuros profesores de ciencias matriculados en un programa de formación docente en una universidad pública de Türkiye y adoptó un diseño de métodos mixtos secuencial explicativo. Los datos cuantitativos se recopilaron mediante pruebas de rendimiento sobre pensamiento algorítmico, electrónica básica, Arduino y mBlock, así como una escala de percepción de autoeficacia en programación. Los datos cualitativos se obtuvieron a través de entrevistas semiestructuradas con el fin de explicar los resultados cuantitativos. Los resultados mostraron mejoras significativas en el rendimiento académico de los participantes, así como una retención del aprendizaje a largo plazo y un aumento notable en las percepciones de autoeficacia en programación. Los hallazgos cualitativos indicaron que la programación basada en bloques y Arduino fueron percibidos como herramientas TIC eficaces para el diseño de materiales didácticos, la participación activa y la concreción de conceptos científicos abstractos, a pesar de algunos desafíos técnicos iniciales. En conjunto, el estudio destaca el potencial pedagógico de los entornos de programación apoyados por TIC en el fortalecimiento de las dimensiones cognitivas y afectivas de la formación inicial del profesorado de ciencias.
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Derechos de autor 2026 Emre Kırtoklu, Mustafa Ergun
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
