Espacios mentales en el aprendizaje de la programación, un estudio desde la didáctica de la informática
DOI:
https://doi.org/10.5753/rbie.2026.7331Keywords:
Didáctica de la informática, Modelos cognitivos, Programación, ComputaciónAbstract
Para construir un programa informático que resuelva un problema, este debe modelarse técnicamente. Previamente a dicho modelado técnico, se debe elaborar un modelo cognitivo, es decir, identificar y relacionar los principales elementos constitutivos del problema que guíen la construcción de la solución y representen su semántica. Este trabajo de tipo exploratorio, analiza las características del modelado cognitivo realizado por estudiantes de secundaria, el cual se expresa mediante la escritura en lenguaje natural. Para analizar el modelo cognitivo de los estudiantes, se emplearon herramientas estadísticas, así como algoritmos de inteligencia artificial que muestran las relaciones semánticas del discurso. Concluimos que aquellos discursos que hacen referencia a los elementos estructurantes del problema de forma coherente se asocian con programas viables; modelos que también muestran relaciones semánticas complejas. Por otro lado, las construcciones lingüísticas empobrecidas, que no hacen referencia a elementos disciplinarios fuertes y por tanto representan un modelo pobre, generalmente se asocian soluciones deficientes.
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