Programming Language Learning in K-12 Education

Abstract

This chapter provides a comprehensive review and analysis of recent advancements in both theory and practice concerning programming language learning, specifically within the K-12 educational environment. We synthesize the relevant research literature across the domains of reading, writing, and emerging work integrating both perspectives. Evidence-based pedagogical approaches are reviewed alongside the instructional capabilities offered by educational technology. The chapter concludes by reflecting on the challenges and opportunities of generative artificial intelligence tools. These insights are intended to inform educators and researchers with an interest in skill development within the domain of computer science education, offering practical recommendations for the design of effective instruction to support novice programmers.