Exploring Computational Thinking Through Collaborative Work in Secondary Education: A Systematic Literature Review

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dc.creatorRojas-Noguera, Elizabeth
dc.creatorRevelo-Sánchez, Oscar
dc.creatorJiménez-Toledo, Javier Alejandro
dc.date2026-03-18
dc.date.accessioned2026-05-26T16:18:37Z
dc.descriptionIn secondary education, computational thinking has become an essential competency for the structured resolution of problems. Within this process, collaborative work has emerged as a pedagogical strategy that promotes joint knowledge construction and the development of skills related to the design of digital solutions. This systematic literature review aimed to analyze the use of collaborative work as a strategy for developing computational thinking in secondary education. The study focused on identifying the most effective pedagogical practices, the methodological approaches applied, the digital tools used, and the assessment instruments used in recent research. To this end, the Kitchenham and Charters protocol was followed, conducting searches between 2020 and 2025 in recognized academic databases. After a rigorous selection and quality evaluation process, 66 empirical studies were analyzed. The results showed that collaborative work supported the development of skills such as decomposition, algorithm design, and debugging, particularly when combined with active methodologies like project-based learning and the use of digital platforms such as Scratch and Microsoft Teams. A trend toward the use of mixed assessment instruments that integrated qualitative rubrics, standardized tests, and interaction analysis was also observed. Despite the identified benefits, challenges persisted in terms of equity in participation, role assignment, and technological infrastructure. It is concluded that collaborative work constitutes an integrated strategy that brings together pedagogical, technological, and evaluative dimensions, with the potential to enrich the teaching of computational thinking in diverse school contexts. Furthermore, the need for future research that employs longitudinal designs and more inclusive approaches is evident.en-US
dc.descriptionEn la educación media el pensamiento computacional se ha consolidado como una competencia esencial para la resolución estructurada de problemas. En este proceso, el trabajo colaborativo ha surgido como una estrategia pedagógica que promueve la construcción conjunta del conocimiento y el desarrollo de habilidades vinculadas al diseño de soluciones digitales. Esta revisión sistemática de literatura tuvo como objetivo analizar el uso del trabajo colaborativo como estrategia para el desarrollo del pensamiento computacional en la educación media. Este estudio se enfocó en identificar las prácticas pedagógicas más efectivas, los enfoques metodológicos aplicados, las herramientas digitales empleadas y los instrumentos de evaluación utilizados en estudios recientes. Para ello, se aplicó el protocolo de Kitchenham y Charters, realizando búsquedas entre los años 2020 y 2025 en bases de datos académicas reconocidas. Tras un riguroso proceso de selección y evaluación de calidad, se analizaron 66 estudios empíricos. Los resultados evidenciaron que el trabajo colaborativo favoreció el desarrollo de habilidades como la descomposición, el diseño de algoritmos y la depuración, especialmente cuando se combinó con metodologías como el aprendizaje basado en proyectos y el uso de plataformas digitales como Scratch y Microsoft Teams. También se observó una tendencia al uso de instrumentos de evaluación mixtos que integraron rúbricas cualitativas, pruebas estandarizadas y análisis de interacciones. A pesar de los beneficios identificados, persistieron desafíos relacionados con la equidad en la participación, la asignación de roles y la infraestructura tecnológica. Se concluye que el trabajo colaborativo constituye una estrategia integral que articula dimensiones pedagógicas, tecnológicas y evaluativas, con potencial para enriquecer la enseñanza del pensamiento computacional en contextos escolares diversos. Asimismo, se evidencia la necesidad de investigaciones futuras con diseños longitudinales y enfoques más inclusivos.es-ES
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dc.identifierhttps://revistas.itm.edu.co/index.php/tecnologicas/article/view/3537
dc.identifier10.22430/22565337.3537
dc.identifier.urihttps://hdl.handle.net/20.500.12622/8150
dc.languagespa
dc.publisherInstituto Tecnológico Metropolitano (ITM)en-US
dc.relationhttps://revistas.itm.edu.co/index.php/tecnologicas/article/view/3537/4003
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dc.rightsCopyright (c) 2026 TecnoLógicasen-US
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/4.0en-US
dc.sourceTecnoLógicas; Vol. 29 No. 65 (2026); e3537en-US
dc.sourceTecnoLógicas; Vol. 29 Núm. 65 (2026); e3537es-ES
dc.source2256-5337
dc.source0123-7799
dc.subjectaprendizaje colaborativoes-ES
dc.subjectcompetencias digitaleses-ES
dc.subjecteducación en computaciónes-ES
dc.subjectpensamiento algorítmicoes-ES
dc.subjectresolución de problemases-ES
dc.subjectcollaborative learningen-US
dc.subjectdigital skillsen-US
dc.subjectcomputational educationen-US
dc.subjectalgorithmic thinkingen-US
dc.subjectproblem solvingen-US
dc.titleExploring Computational Thinking Through Collaborative Work in Secondary Education: A Systematic Literature Reviewen-US
dc.titleExplorando el pensamiento computacional a través del trabajo colaborativo en educación media: un análisis sistemático de literaturaes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeReview Articleen-US
dc.typeArtículos de revisiónes-ES

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