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Incorporating Computational Thinking in Upper Secondary Education in Mexico: A Case Study of the Chemical-Biological Sciences Track

10.24050/reia.v23i46.1832
Published 2026-09-17
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Abstract

This work presents an educational experience centered on integrating computational thinking (CT) as a teaching tool for upper-secondary students with a chemical-biological academic profile. Recognizing that these skills are commonly associated with technological or engineering fields, the study aimed to evaluate their applicability in different scientific contexts through activities oriented toward developing logical, structured, and strategic thinking. The intervention was designed with a mixed structure that included an initial diagnostic test to identify the group's baseline CT level, introductory presentations, an interactive gamification-based workshop, and a final assessment. Throughout the process, the goal was to strengthen skills such as problem decomposition, abstraction, pattern recognition, and algorithm formulation. The hands-on activities allowed students to transfer these principles to everyday and academic situations, creating spaces for reflection and collaboration. Comparing the results of the initial and final assessments revealed an increase in the group average, as well as significant individual improvement in several cases, suggesting a positive impact on the development of CT-related competencies. Although the statistical analysis did not show conclusive differences at the overall level, the fact that some students achieved the maximum score on the final assessment indicates that the strategies applied were effective in developing their skills. This progress, together with the quality of the final projects submitted, demonstrates that CT can play a meaningful formative role in educational settings not traditionally associated with programming. The findings of this study support considering the relevance of including CT transversally or as an elective subject in the upper-secondary education curriculum, particularly in science-oriented tracks. They also open the door to designing new pedagogical and methodological strategies to support its implementation, as well as to future research that examines its long-term impact in greater depth.

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