Bringing Computational Thinking to Hospital Classrooms

Abstract

The fundamental rights of hospitalized minors include receiving educational and emotional attention during the illness situation. Currently the teaching of computational thinking and programming constitute a new literacy that must be carried to all classrooms, including hospital classrooms. This paper presents an exploratory case study on an educational intervention that is inclusive and adaptable to the characteristics of hospital classrooms for the teaching of computational thinking in a transversal way and programming without screens and robots, including working with emotions. In this study, 22 minors participated in five sessions developed in a hospital classroom. The results indicate that the intervention has improved the emotional state of the children, as well as their knowledge regarding computational thinking.