A systematic literature review regarding computational thinking and programming in early childhood education

Batı, Kaan

doi:10.1007/s10639-021-10700-2

Cited by 77 publications

(34 citation statements)

References 70 publications

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“…Learning success, computational thinking skill, and programming ability, motivation, performance, student view, collaboration were most examined dependent variables in reviewed papers. These results match with various studies in literature (Agbo, Oyelere, Suhonen & Adewumi, 2019;Anindyaputri, Yuana & Hatta, 2020;Bati, 2021;Çam & Kıyıcı, 2022;Fagerlund, Häkkinen, Vesisenaho & Viiri, 2021;Grotta & Proda, 2019;Grover & Pea, 2013;Kalelioğlu, Gülbahar & Kukul, 2016;Lockwood & Mooney, 2018;Saqr, Ng, Oyelere & Tedre, 2021;Scaico et.al., 2018;Sol, Santos, Reis & Pereira, 2021;Shahid et.al., 2019;Tikva & Tambouris, 2021;Vihavainen, Airaksinen & Watson, 2014). However, creative thinking, problemsolving, and critical thinking skills are rarely examined as dependent variables in reviewed.…”

Section: Discussion Of Findings Related To Methodological Trends Of T...supporting

confidence: 91%

Research trends in programming education: A systematic review of the articles published between 2012-2020

Rovshenov

Sarsar

2023

Journal of Educational Technology and Online Learning

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This study examines the methodological dimensions of programming education articles published in educational sciences journals indexed in SSCI by exploring their general trends. To do this, 162 articles published between January 2012 and February 2020 in 30 international journals indexed in SSCI were analyzed with a systematic review method using the "Educational Technology Publication Classification Form" as a data collection tool. The results revealed that most of the studies in this field were conducted in the USA and Turkey. The number of these studies has increased since 2015, and those studies were carried out using quantitative research methodology. Mostly questionnaires and achievement tests were used as a data collection tool, a convenience sampling method was used, and descriptive analyses were adopted to analyze the data. As a result, the articles examined in this study showed that programming education positively contributes to learners' learning and success levels and the development of their computational thinking skills. We believe that these results will shed light on future studies related to programming education.

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Section: Discussion Of Findings Related To Methodological Trends Of T...supporting

confidence: 91%

Research trends in programming education: A systematic review of the articles published between 2012-2020

Rovshenov

Sarsar

2023

Journal of Educational Technology and Online Learning

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“…As exposure to digital technologies and coding may significantly affect gender differences in perception, beliefs and motivations toward it (Master et al, 2017 ; Gerson et al, 2022 ), assessing children's coding skills as early as their first experience with coding becomes especially important. A recent systematic review (Bati, 2022 ) of experimental evidence on programming (i.e., coding applied to the creation of true computer programs), and CT in early childhood education, found that girls and boys from 3 to 5 years perform similarly in them.…”

Section: Introductionmentioning

confidence: 99%

Exploring Gender Differences in Coding at the Beginning of Primary School

Montuori

Ronconi²,

Vardanega³

et al. 2022

Front. Psychol.

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The gender gap in Computer Science (CS) is widely documented worldwide. Only a few studies, however, have investigated whether and how gender differences manifest early in the learning of computing, at the beginning of primary school. Coding, seen as an element of Computational Thinking, has entered the curriculum of primary school education in several countries. As the early years of primary education happen before gender stereotypes in CS are expected to be fully endorsed, the opportunity to learn coding for boys and girls at that age might in principle help reduce the gender gap later observed in CS education. Prior research findings however suggest that an advantage for boys in coding tasks may begin to emerge already since preschool or the early grades of primary education. In the present study we explored whether the coding abilities of 1st graders, at their first experience with coding, are affected by gender differences, and whether their presence associates with gender differences in executive functions (EF), i.e., response inhibition and planning skills. Earlier research has shown strong association between children's coding abilities and their EF, as well as the existence of gender differences in the maturation of response inhibition and planning skills, but with an advantage for girls. In this work we assessed the coding skills and response inhibition and planning skills of 109 Italian first graders, 45 girls and 64 boys, before an introductory coding course (pretest), when the children had no prior experience of coding. We then repeated the assessment after the introductory coding course (posttest). No statistically significant difference between girls and boys emerged at the pretest, whereas an advantage in coding appeared for boys at the posttest. Mediation analyses carried out to test the hypothesis of a mediation role of EF on gender differences in coding show that the gender differences in coding were not mediated by the children's EF (response inhibition or planning). These results suggest that other factors must be accounted for to explain this phenomenon. The different engagement of boys and girls in the coding activities, and/or other motivational and sociocognitive variables, should be explored in future studies.

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“…CT is seen as an essential 21 st century skill (Haseski et al, 2018;Lockwood & Mooney, 2018;Rich et al, 2019;Zhang & Nouri, 2019) that should be taught to students of all ages to enable them to acquire the skills needed for various applications in daily life (Hsu et al, 2018;Lockwood & Mooney, 2018;Wing, 2006). In recent years, many reviews have reported on CT and its important role in primary education (Bakala et al, 2021;Bati, 2021;Fagerlund et al, 2021;Kakavas & Ugolini, 2019;Rich et al, 2019;Zhang & Nouri, 2019), in secondary education (Lockwood & Mooney, 2018), and in K-12 education as a whole (Grover & Pea, 2013;Lye & Koh, 2014;Merino-Armero et al, 2021;Sun et al, 2021a, b). The development of CT has been examined at all levels, from early childhood to university-level education (Ezeamuzie & Leung, 2021;Ilic et al, 2018).…”

Section: Computational Thinkingmentioning

confidence: 99%

Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review

Oswald

Paleczek

Maitz³

et al. 2023

Rev J Autism Dev Disord

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Although Computational Thinking (CT) is considered an essential 21st century skill, little is known about teaching CT to students with autism spectrum disorder (ASD) and/or attention deficit/hyperactivity disorder (ADHD). To address this gap in the research, we conducted a scoping review to identify those approaches promoting programming skills and/or CT in children aged 6–15 with ASD and/or ADHD. We also investigated which other skills were simultaneously fostered and examined the challenges and benefits reported in the interventions undertaken. Results indicate that fostering programming and/or CT in students with ASD and/or ADHD has a beneficial effect. CT-related skills acquired by such students were found to persist beyond the intervention period and were often associated with an improvement in student social-emotional competences.

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A systematic literature review regarding computational thinking and programming in early childhood education

Cited by 77 publications

References 70 publications

Research trends in programming education: A systematic review of the articles published between 2012-2020

Research trends in programming education: A systematic review of the articles published between 2012-2020

Exploring Gender Differences in Coding at the Beginning of Primary School

Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review

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