Estrategias de enseñanza de la codificación en la educación primaria: una revisión sistemática

Teaching strategies for coding in primary education: a PRISMA systematic review

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Introducción: La enseñanza de la codificación en educación primaria es crucial para el desarrollo del pensamiento computacional, competencia esencial en la formación integral de los estudiantes. Objetivo: Analizar las estrategias de enseñanza de la codificación en educación primaria y su impacto en el desarrollo del pensamiento computacional. Metodología: Se realizó una revisión sistemática siguiendo PRISMA, integrando 24 estudios publicados entre 2022 y 2025. Se evaluaron herramientas pedagógicas, metodologías, integración curricular y recursos tecnológicos aplicados en contextos escolares primarios. Resultados: Las herramientas visuales y tangibles, como Scratch, favorecen habilidades de descomposición y abstracción. El andamiaje pedagógico potencia los aprendizajes, mientras que la integración curricular genera mejores resultados que la instrucción aislada. La gamificación incrementa la motivación, aunque persisten brechas de género en la participación. Los sistemas inteligentes se identifican como una frontera pedagógica prometedora para personalizar y fortalecer el aprendizaje. Conclusiones: La efectividad de las estrategias de enseñanza de codificación depende del andamiaje pedagógico, la integración curricular y la formación docente. Estos factores son determinantes para el desarrollo sostenido del pensamiento computacional en los primeros niveles educativos, recomendando enfoques didácticos inclusivos y contextualizados que maximicen la participación y la adquisición de competencias digitales tempranas.
Introduction: Teaching coding in primary education is pivotal for the development of computational thinking—an essential competency for the holistic development of students in the digital age. Objective: To analyze coding instruction strategies in primary education and their impact on the development of computational thinking skills. Methodology: A systematic review was conducted following the PRISMA guidelines, integrating 24 studies published between 2022 and 2025. The review evaluated pedagogical tools, methodologies, curricular integration, and technological resources implemented within primary school contexts. Results: Visual and tangible tools, such as Scratch, facilitate decomposition and abstraction skills. Pedagogical scaffolding significantly enhances learning outcomes, while curricular integration yields superior results compared to isolated instruction. Furthermore, gamification increases student motivation, although gender gaps in participation persist. Intelligent systems are identified as a promising pedagogical frontier for personalizing and strengthening the learning experience. Conclusions: The effectiveness of coding instruction strategies depends on pedagogical scaffolding, seamless curricular integration, and robust teacher training. These factors are decisive for the sustained development of computational thinking in early educational levels. The study recommends inclusive and contextualized didactic approaches to maximize student engagement and the acquisition of early digital competencies.

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Córdova López, J. L., Orbegoso Orozco, J. F., Uribe Godoy, D. S., & Huamán Mendoza, B. (2026). Estrategias de enseñanza de la codificación en la educación primaria: una revisión sistemática. Revista Tribunal, 6(16), 1-19. https://doi.org/10.59659/revistatribunal.v6i16.498
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Revisión
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Córdova López, J. L., Orbegoso Orozco, J. F., Uribe Godoy, D. S., & Huamán Mendoza, B. (2026). Estrategias de enseñanza de la codificación en la educación primaria: una revisión sistemática. Revista Tribunal, 6(16), 1-19. https://doi.org/10.59659/revistatribunal.v6i16.498

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