Using the pillars of Computational Thinking during the return to face-to-face classes: Experience report from Primary Education

• Graziela Ferreira Guarda University of Seville / Fluminense Federal University http://orcid.org/0000-0002-7790-0723
• Julián Alberto García-García Universidad de Sevilla https://orcid.org/0000-0003-2680-1327
• Clifton Clunie Technological University of Panamá
• Sérgio Crespo Coelho da Silva Pinto Fluminense Federal University https://orcid.org/0000-0001-6914-2398

DOI: https://doi.org/10.5753/wpci.2022.227531

Abstract

This article presents the results of the application of a gymkhana carried out in two stages with a view to school adaptation to the so-called 'new normality' after the return to school of Primary Education students in person. The objective of the study was: (1) to identify possible deficits in mathematical content after the suspension of face-to-face classes for 2 years due to the COVID-19 pandemic; and (2) map emotional aspects in relation to student motivation and their reconnection with school. The methodology used is characterized by a mixed qualitative-quantitative approach. The results showed that the students achieved an average of 85% correct answers in math questions. In addition, all students felt reconnected with the school during the gymkhana celebration. Finally, regarding motivation and enthusiasm with the return to classes, worrying data was obtained: 14% of the sample showed feeling discouraged and unmotivated and 22% were indifferent. Other data derived from the study indicate that the students missed their friends, space to play, organization and adequate spaces for study, as well as motivation for study and homework, lack of family support and lack of dialogue with teachers.

Keywords: Computational Thinking, New Normal, Gymkhana

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