Computational Thinking in Programming with Scratch in Primary Schools : A Systematic Review
Fagerlund, J., Häkkinen, P., Vesisenaho, M., & Viiri, J. (2021). Computational Thinking in Programming with Scratch in Primary Schools : A Systematic Review. Computer Applications in Engineering Education, 29(1), 12-28. https://doi.org/10.1002/cae.22255
Julkaistu sarjassa
Computer Applications in Engineering EducationPäivämäärä
2021Tekijänoikeudet
© 2020 The Authors. Computer Applications in Engineering Education published by Wiley Periodicals LLC
Computer programming is being introduced in educational curricula, even at the primary school level. One goal of this implementation is to teach computational thinking (CT), which is potentially applicable in various computational problem-solving situations. However, the educational objective of CT in primary schools is somewhat unclear: curricula in various countries define learning objectives for topics, such as computer science, computing, programming or digital literacy but not for CT specifically. Additionally, there has been confusion in concretely and comprehensively defining and operationalising what to teach, learn and assess about CT in primary education even with popular programming akin to Scratch. In response to the growing demands of CT, by conducting a literature review on studies utilising Scratch in K–9, this study investigates what kind of CT has been assessed in Scratch at the primary education level. As a theoretical background for the review, we define a tangible educational objective for introducing CT comprehensively in primary education and concretise the fundamental skills and areas of understanding involved in CT as its “core educational principles”. The results of the review summarise Scratch programming contents that students can manipulate and activities in which they can engage that foster CT. Moreover, methods for formatively assessing CT via students’ Scratch projects and programming processes are explored. The results underpin that the summarised “CT-fostering” programming contents and activities in Scratch are vast and multidimensional. The next steps for this research are to refine pedagogically meaningful ways to assess CT in students' Scratch projects and programming processes.
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Julkaisija
John Wiley & SonsISSN Hae Julkaisufoorumista
1061-3773Asiasanat
Julkaisuun liittyvä(t) tutkimusaineisto(t)
Fagerlund, Janne; Salmela, Sini. (2023). Thesis data: Teaching, learning and assessing CT through Scratch in primary schools. V. 1.1.2021. University of Jyväskylä. https://doi.org/10.17011/jyx/dataset/89237. https://urn.fi/URN:NBN:fi:jyu-202309255245Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/35362038
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisätietoja rahoituksesta
Emil Aaltosen Säätiö, Grant/Award Number: 170028 N1; Keski‐Suomen Rahasto, Grant/Award Number: 30161702Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
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Assessing 4th Grade Students’ Computational Thinking through Scratch Programming Projects
Fagerlund, Janne; Häkkinen, Päivi; Vesisenaho, Mikko; Viiri, Jouni (Vilnius university, 2020) -
A Study on the Assessment of Introductory Computational Thinking via Scratch Programming in Primary Schools
Fagerlund, Janne (ACM, 2018)Computational thinking (CT), a transversal intellectual foundation integral to computer science, is making its way into compulsory comprehensive education worldwide. Students are expected to attain skills and knowledge ... -
Thesis data: Teaching, learning and assessing CT through Scratch in primary schools
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