A K-6 computational thinking curricular framework: pedagogical implications for teaching practice

ABSTRACT

In this paper we propose a universal curricular framework that is intended to aid K-6 schoolteachers holistically and humanistically developing their students’ computational thinking (CT) skills (e.g. algorithmic thinking, abstraction, decomposition, generalization, patterns recognition, evaluation, and logical thinking). This framework, which can be applied to any subject at the elementary school level, is grounded on specific principles that we have gleaned from both learning theories and considerations on child development. New media literacy skills (NML) and social-emotional skills are also targeted, as they are strongly connected with CT skills and display bidirectional linkages that can comprehensively benefit students in various ways (cognitively, imaginatively/creatively, materially, socially, and affectively/emotionally) without the need for digital technologies or coding. The universal nature of our curricular proposal rests on the following factors: it is based on a cross-disciplinary approach that can be applied in ways that mirror real life; CT is seen as a universal skill that should be learned by everyone, not just computer scientists, and is applicable to every aspect of daily life; one-sided intellectualism is avoided; and, lastly, the resulting classroom practices have an impact on and are influenced by children’s cognitive, social, and emotional development.

KEYWORDS:

• Computational thinking
• curricular framework
• unplugged
• K-6

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work is part of doctoral dissertation, supported by a doctoral grant from the Universitat Oberta de Catalunya (UOC) in Spain.

Notes on contributors

Xanthippi Tsortanidou

Xanthippi Tsortanidou is a Ph.D. candidate at Open University of Catalonia. She holds a Master in Curriculum Development from the University of Thessaly in Greece. Her research interests include Learning Design and Pedagogies, ICT, and Educational Computing.

Thanasis Daradoumis

Thanasis Daradoumis holds a Ph.D. in Computer Science from the Polytechnic University of Catalonia. He combines his role as Associate Professor at the University of the Aegean, Department of Cultural Technology and Communication with his collaboration at the Open University of Catalonia within the Department of Computer Science, Multimedia and Telecommunications. He is also researcher at the Internet Interdisciplinary Institute (IN3) as well as at the eLearn Center (eLC). His research interests are Emotional Intelligence, Alternative (Holistic) Education, Learning Analytics, E-learning, Collaborative, Affective and Adaptive Systems, CSCL. He has been advisor of over 20 MSc theses and 8 PhD already completed. He has published over 110 Scopus-indexed papers, from which over 20 are articles in ISI-JCR journals. He is a member of the editorial board of several international conferences and journals, whereas he has coordinated or participated in various National and European R&D projects.

Elena Barberá

Elena Barberá holds a Ph.D. in Psychology (1995) and doctorate extraordinary award for the University of Barcelona (Spain). She is currently director of the Education and Technology PhD program and she is full professor at the Department of Psychology and Education Sciences at the Open University of Catalonia. Her research activity is focused on learning regulation and assessment, learning strategies and processes of teaching and learning in virtual contexts.