Culturally responsive unplugged integration of computational thinking skills in language/literature and arts lessons. A case study in Greece.

Autor/inn/en	Prantsoudi, Stavroula; Fesakis, Georgios; özçinar, Hüseyin
Titel	Culturally responsive unplugged integration of computational thinking skills in language/literature and arts lessons. A case study in Greece. Paralleltitel: Kulturno odzivno vkljucevanje vescin racunalniskega misljenja v pouk jezika, knjizevnosti in umetnosti s pristopom racunalnistva brez racunalnika: studija primera v Grciji.
Quelle	In: CEPS journal, 15 (2025) 4, S. 173-198Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35137 10.26529/cepsj.2125
URN	urn:nbn:de:0111-pedocs-351376
Schlagwörter	Kultur; Schule; Primarbereich; Lehrerbildung; Unterrichtsplanung; Unterricht; Literaturunterricht; Sprachunterricht; Algorithmisches Denken; Kunstunterricht; Empirische Untersuchung; Methode; Integration; Interdisziplinarität; Griechenland
Abstract	Computational thinking skills are recognised as essential competencies for future citizens in an increasingly digital society, and such skills can be cultivated from the early stages of schooling through various pedagogical approaches. This article focuses on a culturally responsive, unplugged approach to teaching computational thinking skills, integrated within language/literature and arts lessons in primary education. The study examines the implementation of specially designed lesson plans for this purpose across multiple grade levels in Greek primary schools. It presents the methodology followed during the implementation of the lesson plans, emphasising the specific objectives related to linking computational thinking concepts with language/literature and arts curricula. Data drawn from the implementation process - including evidence of classroom practices and feedback collected from seven primary school teachers through questionnaires, focus group discussions and reflective journals - were analysed to address the research questions. The findings highlight effective elements of the educational design methodology, offer recommendations for teacher professional development, and underscore the potential of integrated, culturally responsive instruction in fostering computational thinking skills through unplugged activities in language/literature and arts education at the primary level. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3