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dc.contributor.authorFagerlund, Janne
dc.contributor.authorHäkkinen, Päivi
dc.contributor.authorVesisenaho, Mikko
dc.contributor.authorViiri, Jouni
dc.date.accessioned2020-05-12T04:58:50Z
dc.date.available2020-05-12T04:58:50Z
dc.date.issued2020
dc.identifier.citationFagerlund, Janne; Häkkinen, Päivi; Vesisenaho, Mikko; Viiri, Jouni (2020). Computational Thinking in Programming with Scratch in Primary Schools : A Systematic Review. Computer Applications in Engineering Education, In press. DOI: 10.1002/cae.22255
dc.identifier.otherCONVID_35362038
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68923
dc.description.abstractComputer 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.relation.ispartofseriesComputer Applications in Engineering Education
dc.rightsCC BY 4.0
dc.subject.otherlaskennallinen ajattelu
dc.subject.othercomputational thinking
dc.subject.otherprogramming
dc.subject.otherScratch
dc.subject.otherassessment
dc.subject.otherprimary school
dc.titleComputational Thinking in Programming with Scratch in Primary Schools : A Systematic Review
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202005123129
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1061-3773
dc.relation.volumeIn press
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 The Authors. Computer Applications in Engineering Education published by Wiley Periodicals LLC
dc.rights.accesslevelopenAccessfi
dc.subject.ysoajattelu
dc.subject.ysomatemaattinen ajattelu
dc.subject.ysoperusopetus
dc.subject.ysoohjelmointikielet
dc.subject.ysoohjelmointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6007
jyx.subject.urihttp://www.yso.fi/onto/yso/p23001
jyx.subject.urihttp://www.yso.fi/onto/yso/p19327
jyx.subject.urihttp://www.yso.fi/onto/yso/p162
jyx.subject.urihttp://www.yso.fi/onto/yso/p4887
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1002/cae.22255
jyx.fundinginformationEmil Aaltosen Säätiö, Grant/Award Number: 170028 N1; Keski‐Suomen Rahasto, Grant/Award Number: 30161702


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