Computational Thinking in Seventh Grade: A Perspective from Public Classrooms in La Estrella, Antioquia, Colombia

Computational thinking has established itself as an essential skill for the 21st century, fundamental for tackling complex problems using logical and systematic strategies. This study aimed to describe the characteristics of computational thinking present in seventh-grade students from public schools in the municipality of La Estrella, Antioquia (Colombia). The theoretical framework adopted was the four synergies proposed by Wing (2006): decomposition, pattern recognition, abstraction, and algorithm design, considered pillars of computational reasoning. The research was developed from a holistic understanding of science, using the holopractical method, assuming a field, cross-sectional, and single-event design, with a stratified non-probabilistic sample of 230 students. A validated 28-item test (Román, 2016) was applied, with a Cronbach's alpha coefficient of 0.793, and the data were analyzed using descriptive statistics in SPSS25. The results showed that overall computational thinking is at a basic level (mean = 11.91). In terms of synergies, students showed greater mastery in decomposition (42.2% at an advanced level), followed by pattern recognition (41.7% at a basic level), while abstraction and algorithms showed greater difficulties, with 54.3% and 45.2% at a basic level, respectively. In conclusion, although students have initial notions of computational thinking, significant gaps in higher cognitive skills persist, highlighting the need to integrate explicit, cross-curricular, and contextualized pedagogical strategies that strengthen these competencies from secondary education onwards.