Computational Science literacy of future teachers to attend to the diversity
DOI:
https://doi.org/10.21556/edutec.2025.92.3687Keywords:
Computacional Sciences, Higher education, future teachers, technological literacy, didacticsAbstract
The higher education space is constituted as one of the main bases for the promotion of learning environments based on the use of Computational Sciences to address diversity, since the training of future teachers will be a decisive factor in the time of its implementation and promotion. The objective of this research was to examine the attitudes and perceptions of future teachers about the use of Computational Science to serve the diversity of students with Specific Educational Support Needs, using the TPACK questionnaire for artificial intelligence systems for modeling and educational robotics. 218 university students belonging to the degrees of Primary Education, Social Education and Early Childhood Education participated, with an average age of 23.71 years. The results obtained show that there is a positive correlation between pedagogical and technological knowledge and not, in relation to technological knowledge of the content. These results, although not conclusive, can be taken as a reference for the design and development of training actions that allow the acquisition of the skills and abilities necessary to promote quality inclusive practices based on the use of Computer Science.
Funding
Fondo Europeo de Desarrollo Regional
Ministerio de Educación, Innovación y Universidades
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References
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