COMPUTATIONAL THINKING SKILLS MEDIATED BY EDUCATIONAL ROBOTICS IN SECONDARY SCHOOL STUDENTS
Keywords:
secondary education, computational thinking, educational robotics, programming, didactic mediation, pedagogical innovationAbstract
In the context of contemporary digital culture, computational thinking has become an essential skill for secondary school students, particularly when it is connected to active and meaningful pedagogical experiences. Educational robotics emerges as a didactic mediation with the potential to strengthen logical sequencing, problem decomposition, algorithmic reasoning, programming logic and creative problem solving. The purpose of this article is to theoretically support a didactic proposal aimed at developing computational thinking skills mediated by educational robotics in secondary school students. Methodologically, the study follows a qualitative, documentary and analytical approach, based on the critical review of recent scientific literature on computational thinking, educational robotics, programming and pedagogical innovation in school contexts. The review shows that educational robotics can enhance cognitive, procedural and motivational dimensions of computational thinking when it is implemented through structured, progressive and contextualized teaching strategies. It is concluded that robotics should not be understood merely as a technological resource, but as a pedagogical mediation that requires intentional planning, curricular coherence and teacher guidance. Therefore, this article provides theoretical and didactic foundations for the meaningful integration of educational robotics into secondary education.
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