Conceptions of Computational Thinking and Robotics among Future Primary School Teachers

Abstract

This study aims to analyze the initial conceptions of computational thinking and robotics among future primary education teachers specializing in mathematics, incorporating the didactic suitability criteria of the Onto-Semiotic Approach as a theoretical framework. A descriptive approach is adopted through the administration of a questionnaire prior to a training intervention. The results reveal a partial understanding of computational thinking, with a predominance of technocentric conceptions focused on programming and digital devices. Furthermore, participants demonstrate a basic understanding of robotics and anticipate learning difficulties among students. From the perspective of didactic suitability, limitations are identified in the cognitive, mediational, and epistemic dimensions. The study concludes that it is necessary to strengthen teacher education by promoting a broader and more didactic understanding of computational thinking.