Impact of teaching strategies for the development of computational thinking in secondary school students

Luis Manuel Palmera Quintero, Jose Javier Castilla, Luis Octavio Ramírez Orellano and Luis Alfonso Muñoz Morales
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Luis Manuel Palmera Quintero: Universidad Popular del Cesar, Cesar, Colombia
Jose Javier Castilla: Universidad Popular del Cesar, Cesar, Colombia
Luis Octavio Ramírez Orellano: Universidad Popular del Cesar, Cesar, Colombia
Luis Alfonso Muñoz Morales: Universidad Popular del Cesar, Cesar, Colombia

Pedagogical Constellations, 2026, vol. 5, issue 1, 62-85

Abstract: In today's educational field, computational thinking is an indispensable skill for students, not only for programming but also for mathematics, science, humanities, and other areas. Computational thinking assumes that the solution to a problem cannot be obtained immediately; rather, it must be analyzed carefully and the solution must be found by dividing the problem into separate, manageable parts. It also assumes the ability to detect analogous patterns in problems and to develop algorithms and solutions in a logical and structured manner. The research is based on a literature review methodology and is structured with a mixed approach, as both qualitative and quantitative analysis were performed. To this end, relevant academic articles and theses from various scientific databases were selected and analyzed, to which inclusion criteria were applied. All of this allows us to assess the adequacy and relevance of the selected works. This review addresses the pedagogical approaches used in relation to the impact of teaching strategies (problem-based learning, gamification, use of technological platforms such as Scratch, and similar) and the development of computational thinking skills. The results show that teaching strategies improve learners' performance, but difficulties were also recognized in teacher training and technological infrastructure. That said, the application of teaching strategies designed for computational thinking has a positive impact on secondary school learners, although their effectiveness is limited by the challenges of training barriers and educational resources

Keywords: computational thinking; educational technology; skills development; pedagogical methods (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:pedagi:v:5:y:2026:i:1:id:156

DOI: 10.69821/constellations.v5i1.156

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