En el artículo, los autores proponen proyectos tecnológicos para desarrollar el pensamiento computacional siguiendo las fases de la resolución de problemas: comprensión del problema, elaboración del plan, ejecución del plan y revisión de la solución. Durante la ejecución de los proyectos, los alumnos realizaron actividades, como elaboración de algoritmos, programación de la placa Arduino y sensores desde una interfaz amigable y lúdica como el mBlock; así como la depuración de programas hasta obtener los resultados esperados; estas actividades realizadas por los alumnos, repercutieron en los procesos cognitivos (razonamiento, toma de decisiones, comprensión del entorno, lógica, etc.), prácticas y perspectivas tecnológicas. Se ha demostrado que existe causalidad entre las habilidades del pensamiento computacional y las fases de la resolución de problemas en un entorno de estudiantes de ingeniería de reciente ingreso a la universidad. Para el análisis de la relación entre las habilidades del pensamiento computacional y resolución de problemas se utilizó la prueba estadística de correlación de Pearson a través del software SPSS.

Objective: The objective of this study is to evaluate computational thinking skills in engineering and health students at a public university in Peru. Theoretical Framework: To support the research, various theories on computational thinking, IoT, and block-based programming were reviewed. Additionally, evaluation instruments and problem-solving steps were analyzed. Method: These activities were developed using technological resources and block-based programming, integrated into an IoT environment. A quasi-experimental design with pre- and post-tests was employed to measure the impact of IoT activities and block-based programming in the classroom. Results and Discussion: The results obtained revealed [synthesize the main results of the research]. In the discussion section, these results are contextualized in light of the theoretical framework, highlighting the implications and relationships identified. Possible discrepancies and limitations of the study are also considered in this section. Research Implications: The results revealed that both engineering and health students improved their computational thinking skills in a balanced manner. However, it was observed that health students placed greater emphasis on the use of sensors, actuators, and block-based programming. Originality/Value: This study enriches the literature by applying methods that integrate technological resources in the classroom. The relevance and value of this research are evident in the urgent need to develop innovations that break the monotony of traditional educational approaches, offering students more dynamic learning experiences.

This study assessed computational thinking skills in industrial engineering and systems engineering students at public universities in the Andean region of Peru, considering a gender perspective. Five key computational thinking skills were analyzed: abstraction, decomposition, generalization, algorithmic design, and evaluation. Using a quasi-experimental post-test methodology with non-probabilistic sampling, classroom-based STEM activities were implemented, focusing on local issues relevant to students' communities (agriculture, livestock, environment, security, and education) through the use of microcontrollers, sensors, and block-based programming environments. The results indicated no significant differences in the development of computational thinking between male and female students, demonstrating equal participation and enthusiasm in the proposed STEM activities. These findings suggest that contextualized approaches can foster gender inclusion in STEM education.

The Problem- and Technology-Based Research (IBPT) approach constitutes an innovative pedagogical model designed for first-year university students, with the objective of strengthening research and technological competencies through the integration of technological resources, problem-solving, and formative research. The aim of this research was to introduce and validate IBPT as a viable option for higher education by evaluating its effects on the gradual enhancement of research skills among 73 first-year engineering and nursing students at a public university in Peru. A quasi-experimental pretest-posttest methodology was utilized, incorporating a questionnaire designed according to the four phases of IBPT: understanding the problem, planning activities, executing tasks, and reviewing solutions. The findings revealed significant improvements in research competencies, particularly in activity execution and solution review, while more moderate progress was observed in problem comprehension and activity planning. In conclusion, IBPT emerges as an effective alternative for integrating problem-solving and technological resources in higher education, fostering the acquisition of research competencies and laying the groundwork for the consolidation of advanced research skills, essential for academic knowledge production and professional development in later stages.

La presente investigación tiene como objetivo proponer el uso de la programación visual y el método de resolución de problemas para fomentar una actitud positiva hacia la investigación formativa en estudiantes de ingeniería de reciente ingreso a una universidad. Las actividades investigativas desarrolladas en el aula se organizaron siguiendo las cuatro fases del método de resolución de problemas. Para estas actividades, se emplearon una placa Arduino, sensores, y un entorno de programación visual. Los resultados revelan que la percepción de los estudiantes respecto a su actitud hacia la investigación formativa es, en su mayoría, de nivel alto o muy alto.