Developing Computational Thinking in High School: an Approach based on Neuroscience

Abstract

INTRODUCTION: Challenges that require new approaches are emerging to resolve the constant changes in society and the introduction of computer systems increasingly complex. In this context, computational thinking can be seen as a way of solving problems, designing systems and understanding human behavior. This paper proposes a study on the development of computational thinking in high school students, based on Neuroscience. OBJECTIVE: The aim of the paper is to identify possible changes in brain physiology pre and post computational logic training and characterize brain activity during the resolution of the logic test problems. METHOD: To carry out this study, it was necessary to collect brain signals in two stages: before and after the training in computational logic, while individuals solved a logic test. RESULTS: From these data we analyze the areas with greater brain activity during the resolution of each proposed issue, which were collected through non-invasive technique using an EEG equipment (electroencephalogram) and a BCI (Brain Computer-interface) called Actichamp by BrainVision. CONCLUSION: As a first implication of the results, it is possible for students to activate as many brain areas as possible before practicing a programming logic.