Python como primer lenguaje de programación textual en la Enseñanza Secundaria
With the recent introduction of Programming in the K-12 curricula there is an opportunity to include Computer Science fundamental concepts. This paper presents the origin and evolution of Python as well as their main features that configure it as an ideal programming language. We also review and cla...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/133735 |
| Acceso en línea: | http://hdl.handle.net/10366/133735 |
| Access Level: | acceso abierto |
| Palabra clave: | Conocimiento Educación Sociedad Información Education Knowledge Society EKS |
| Sumario: | With the recent introduction of Programming in the K-12 curricula there is an opportunity to include Computer Science fundamental concepts. This paper presents the origin and evolution of Python as well as their main features that configure it as an ideal programming language. We also review and classify some educational tools in the Python ecosystem. Such tools cover a wide-open spectrum of resources from interactive books to libraries which ease the construction of student elaborated software artefacts. This work presents a multidisciplinary proposal to use the Python programming language in all levels of Secondary Stage. |
|---|