Analyzing Computational Thinking Studies in Scratch Programming: A Review of Elementary Education Literature

Autor/inn/en	Stewart, William H.; Baek, Kwanwoo
Titel	Analyzing Computational Thinking Studies in Scratch Programming: A Review of Elementary Education Literature
Quelle	In: International Journal of Computer Science Education in Schools, 6 (2023) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stewart, William H.) ORCID (Baek, Kwanwoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computation; Thinking Skills; Programming; Literature Reviews; Elementary Education; Elementary School Students; Content Analysis; Teaching Methods; Evaluation Methods + Suchen Sie Ihr Suchwort? Denkfähigkeit; Programmierung; Elementarunterricht; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Computational Thinking (CT) has become popular in recent years and has been recognized as an essential skill for everyone in the digital age. CT literature, however, is at an early stage of development, and there is no consensus among researchers/scholars in the field. To date, many have been unable to concretely explain what CT is, or how to teach and assess this broad skill set. This is particularly evident in different educational contexts and settings such as higher education versus elementary education. The purpose of this cumulative literature review is to examine papers that focus on CT in terms of elementary education, elementary-aged learners, and related issues/considerations in order to provide a better understanding of the CT in an elementary context. An inductive qualitative content analysis was conducted on 58 papers set in elementary school settings about CT from 2010-2020. Five main themes emerged from the review: exploiting tangible blocks in a physical coding environment, integrating "Scratch" into various disciplines through programming, "Scratch" gaming for computational thinking, evaluating computational thinking skills through "Scratch" projects, and teaching and learning methods/factors affecting CT in children. Implications for practice and directions for future research are discussed. (As Provided).
Anmerkungen	International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01