Relación entre el pensamiento computacional y las habilidades de metamemoria en niños de quinto de primaria

Objective. This study aimed to examin the relationship between computational thinking skills and metacognitive abilities in primary school children. Method. Seventy-three students aged from 9 to 10 years participated. They were divided and assigned either to a computational-thinking training group (n = 43) or to a traditional-instruction group (n = 30). Computational thinking and metamemory were assessed using standardized tests. Both mediation analyses and multivariate regression models were conducted. Results. The experimental group obtained significantly higher computational-thinking scores (M = 16.42) compared to the control group (M = 10.63). Furthermore, the first group committed fewer total metamemory errors (M = 4.67) in compariason to the second (M =7.70). The correlation between computational thinking and metamemory was significant (r = -.579, p < .001), and the model accounted 52.3% of the variance. In addition, the gender of participants influenced the computational-thinking performance, whereas maternal education predicted metamemory outcomes. To conclude, the findings provide empirical evidence of the interaction between computational thinking and metacognitive processes in childhood.