In this work, the authors propose the use of technological resources to develop computational thinking following the steps or phases of problem-solving for first-year students. During the development of the activities using technological resources (Arduino board, sensors, electronic devices, and mBlock) the students carried out activities, such as algorithm development and programming of the Arduino board and sensors from a friendly and playful interface such as the mBlock, as well as the debugging of programs until obtaining the expected results. These activities had an impact on the cognitive processes, practices, and technological perspectives of the students. Causality has been shown to exist between computational thinking skills and problem-solving phases in an environment of engineering students entering college. For the analysis of the relationship between computational thinking s...

In the article, the authors evaluate the computational thinking skills according to gender of a group of male and female students of industrial engineering and systems engineering from universities located in the Andean region of Peru; the five key skills were evaluated: abstraction, decomposition, generalization, algorithmic design, and evaluation. To strengthen computational thinking, activities related to agriculture, livestock, the environment, safety, and education were proposed, which are of interest to the community where the students live. The research methodology followed is quasi-experimental of the post-test type with intentional non-probabilistic sampling. During the development of the activities, the students used microcontrollers, sensors, and actuators; thus, they also used block-based programming to implement hardware and software prototypes. The results have shown, accor...