<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322021000300178</article-id>
<article-id pub-id-type="doi">10.22458/ie.v23iespecial.3693</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento computacional: habilidades asociadas y recursos didácticos. Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Computational thinking: associated skills and teaching resources. A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pensamento computacional: habilidades associadas e recursos didáticos. Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cossío Acosta]]></surname>
<given-names><![CDATA[Pilar Martina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>spe1</numero>
<fpage>178</fpage>
<lpage>189</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322021000300178&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322021000300178&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322021000300178&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La sociedad de hoy exige que los futuros ciudadanos estén preparados en competencias digitales. Precisamente, el pensamiento computacional podría ser una de las maneras de propiciar esta nueva alfabetización. En la actualidad el pensamiento computacional poco a poco se está integrando al currículo de la escuela. En este sentido, el profesorado debe reflexionar sobre las habilidades que propicia esta forma de pensamiento en las personas estudiantes y de qué manera se puede llevar al aula. Por ello, el objetivo de este artículo es analizar estudios empíricos referentes a las habilidades asociadas y recursos didácticos para el desarrollo del pensamiento computacional. Para la revisión sistemática se ha realizado una búsqueda exhaustiva en dos bases de datos: EBSCO y SCOPUS entre los años 2017 y el primer semestre del 2021, obteniéndose 4888 artículos vinculados al pensamiento computacional en el campo educativo. Asimismo, se ha hallado que la robótica y el lenguaje de programación son los recursos que se emplearon con mayor frecuencia en las experiencias pedagógicas. La educación básica regular, con un 60%, es el nivel más estudiado. Por lo tanto, el pensamiento computacional es factible de ser llevado a las aulas desde edades tempranas, pero se hace necesario que las personas docentes conozcan las diferentes estrategias y lenguajes a fin de que el estudiantado adquiera estas habilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary: Today's society requires that future citizens be prepared in digital skills. Precisely, computational thinking could be one of the ways to promote this new literacy. At present, computational thinking is gradually being integrated into the school curriculum. In this sense, teachers should reflect on the skills that this way of thinking fosters in our students and how it can be brought into the classroom. Therefore, the object of this article is to analyze empirical studies regarding associated skills and didactic resources for the development of computational thinking. For the systematic review, an exhaustive search was carried out in two databases: EBSCO and SCOPUS between the years 2017 and the first semester of 2021, obtaining 4888 articles related to computational thinking in the educational field. Likewise, robotics and the programming language have been found to be the most frequently used resources in pedagogical experiences, being regular basic education, with 60%, the most studied level. Therefore, computational thinking is feasible to be brought into the classroom from an early age, but it is necessary for teachers to know the different strategies and languages in order for students to acquire these skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A sociedade de hoje exige que os futuros cidadãos estejam preparados em competências digitais. E o pensamento computacional poderia ser uma das maneiras de se apropriar dessa nova alfabetização. Atualmente, o pensamento computacional gradualmente está sendo incluído no currículo escolar. Nesse sentido, os professores devem refletir sobre as habilidades que fomentam essa forma de pensamento em nossos estudantes e de que maneira pode ser trazido à sala de aula. Portanto, o objetivo deste artigo é analisar estudos empíricos referentes às habilidades associadas e recursos didáticos para o desenvolvimento do pensamento computacional. Para a revisão sistemática foi realizada uma busca exaustiva, em duas bases dados: EBSCO e SCOPUS entre os anos 2017 e o primeiro semestre de 2021, obtendo-se 4888 artigos relacionados ao pensamento computacional na área educacional. Também, apontou que a robótica e a linguagem de programação são recursos que têm sido empregados com maior frequência nas experiencias pedagógicas. Sendo a 0 ensino fundamental regular, com 60%, o nível mais estudado. Portanto, o pensamento computacional é possível ser levado às salas de aula desde muito cedo, mas é necessário que os professores conheçam as diferentes estratégias e linguagens para que os estudantes adquiram essas habilidades.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[habilidades]]></kwd>
<kwd lng="es"><![CDATA[alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[robótica]]></kwd>
<kwd lng="es"><![CDATA[lenguaje de programación]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[skills]]></kwd>
<kwd lng="en"><![CDATA[digital literacy]]></kwd>
<kwd lng="en"><![CDATA[robotics]]></kwd>
<kwd lng="en"><![CDATA[programming language]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[habilidades]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização digital]]></kwd>
<kwd lng="pt"><![CDATA[robótica]]></kwd>
<kwd lng="pt"><![CDATA[linguagem de programação.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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