<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100036</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.20137</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento computacional, educación STEM y prácticas de enseñanza: Una revisión sistemática de la bibliografía]]></article-title>
<article-title xml:lang="en"><![CDATA[Computational thinking, STEM education, and teaching practices: A systematic literature review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pensamento computacional, educação STEM e práticas de ensino: uma revisão sistemática da literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-Teherán]]></surname>
<given-names><![CDATA[Marvis William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Jaramillo]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parada-Trujillo]]></surname>
<given-names><![CDATA[Abad Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Antioquia Institución Universitaria  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico de Antioquia Institución Universitaria  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Tecnológico de Antioquia Institución Universitaria  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>36</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El uso de las tecnologías en el ámbito educativo ha revolucionado la concepción de la enseñanza en la actualidad. En este marco, el pensamiento computacional ha surgido como una competencia que trasciende el ámbito de la informática. Su incorporación en la educación STEM (ciencia, tecnología, ingeniería y matemáticas) se ha convertido en un pilar fundamental para el desarrollo de habilidades analíticas, la resolución de problemas y las aptitudes cruciales exigidas en la era digital.  Objetivo.  En este artículo se lleva a cabo una revisión sistemática de la bibliografía, a fin de reconocer las relaciones que se tejen entre el pensamiento computacional en la educación STEM y las prácticas de enseñanza.  Análisis.  La técnica de recolección de información empleada correspondió al análisis documental con una matriz de resumen analítico de investigación (RAI) como instrumento. Las fuentes de información correspondieron a 50 documentos académicos rastreados en las bases de datos Google Scholar, Dialnet, Redalyc, Scielo, SCOPUS, y ScienceDirect a través de palabras clave en el periodo comprendido entre el 2014 y el 2023. El estudio se fundamentó en el paradigma interpretativo y el enfoque cualitativo de nivel exploratorio. Del campo de los métodos hermenéuticos, se seleccionó el análisis de discurso como diseño.  Resultados.  Los resultados muestran que el pensamiento computacional ha sido ampliamente integrado en las prácticas educativas, destacándose su importancia en la enseñanza de habilidades críticas y resolución de problemas. Las tendencias indican adopción de estrategias pedagógicas innovadoras que incorporan el pensamiento computacional en las áreas de programación y gamificación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The use of technology in education has revolutionized contemporary conceptions of teaching. Within this context, computational thinking has emerged as a competency that transcends the field of computer science. Its incorporation into STEM education (Science, Technology, Engineering, and Mathematics) has become a fundamental pillar for the development of analytical skills, problem-solving abilities, and other essential skills required in the digital era.  Purpose.  This article conducts a systematic literature review to identify the relationships between computational thinking in STEM education and teaching practices.  Analysis.  Data collection was conducted through documentary analysis using an Analytical Research Summary Matrix (ARSM) as the instrument. The sources consisted of 50 academic publications identified through keyword searches in the databases Google Scholar, Dialnet, Redalyc, SciELO, Scopus, and ScienceDirect, covering the period from 2014 to 2023. The study was based on the interpretive paradigm and an exploratory qualitative approach. Within the field of hermeneutic methods, discourse analysis was selected as the research design.  Results.  The results show that computational thinking has been widely integrated into educational practices, highlighting its importance for teaching critical thinking and problem-solving skills. Trends indicate the adoption of innovative pedagogical strategies that integrate computational thinking into programming and gamification.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O uso da tecnologia no âmbito educacional revolucionou a concepção atual do ensino. Nesse contexto, o pensamento computacional emergiu como uma competência que transcende o campo da ciência da computação. Sua incorporação na educação STEM (Ciência, Tecnologia, Engenharia e Matemática) tornou-se um pilar fundamental para o desenvolvimento de habilidades analíticas, capacidade de resolução de problemas e aptidões cruciais exigidas na era digital.  Objetivo.  Este artigo apresenta uma revisão sistemática da literatura para identificar as relações entre o pensamento computacional na educação STEM e as práticas de ensino.  Análise.  A técnica de coleta de dados empregada foi a análise documental, utilizando uma Matriz de Resumo Analítico de Pesquisa (RAI) como instrumento. As fontes de informação consistiram em 50 documentos acadêmicos recuperados das bases de dados Google Scholar, Dialnet, Redalyc, SciELO, Scopus e ScienceDirect, utilizando palavras-chave, publicados entre 2014 e 2023. O estudo baseou-se no paradigma interpretativo e em uma abordagem qualitativa exploratória. A análise do discurso foi selecionada como método de pesquisa, dentro do campo dos métodos hermenêuticos.  Resultados.  Os resultados mostram que o pensamento computacional tem sido amplamente integrado às práticas educacionais, destacando sua importância no ensino de habilidades de pensamento crítico e resolução de problemas. As tendências indicam a adoção de estratégias pedagógicas inovadoras que incorporam o pensamento computacional nas áreas de programação e gamificação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento computacional]]></kwd>
<kwd lng="es"><![CDATA[educación STEM]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[habilidades de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Computational thinking]]></kwd>
<kwd lng="en"><![CDATA[STEM education]]></kwd>
<kwd lng="en"><![CDATA[digital skills]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[learning skills]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento computacional]]></kwd>
<kwd lng="pt"><![CDATA[educação STEM]]></kwd>
<kwd lng="pt"><![CDATA[competências digitais]]></kwd>
<kwd lng="pt"><![CDATA[práticas de ensino]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de aprendizado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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