Evaluation of the level of aptitude development of computational thinking in junior high

Abstract

The term computational thinking CT as a skill that helps solve problems, design systems and understand human behavior for different fields application, it emerged such as, since twelve years ago, however several of its components have a long history and have been addressed by great authors of educational psychology such as Jean Piaget and Lev Vigotsky;  on an international level, studies have been carried out related to this topic and the importance of its inclusion in formal education, however this fact is not yet achieved; In addition to the above, there is also a gap in the measurement and standardized evaluation of this thought, a fact that has been addressed by institutions that work their own CT evaluation methods. The objective was to evaluate the level of aptitude for computational thinking development in junior high school students belonging to the outstanding aptitudes OA group of the USAER which it stands for  Service Units to Support Regular Education. The results obtained show an average of 50% correct answers, areas for the strengthening of the CT were visualized with respect to the skills of analysis of hypothetical situations, design of the algorithms for problem solving and data abstraction. It was also found that the maturity and cognitive development by academic level does not determine the level of CT development.