A research review of computational thinking and programming in education

ABSTRACT

In the following research review, 57 articles were analysed to get an insight into research in the field of computational thinking and programming in K–12. The results show that empirical research regarding programming and computational thinking is prevalent in the USA and Greece. The articles were published in 43 different academic journals. A fast-growing number of articles published in the research field during 2006–18 indicate growing interest. The articles were analysed and clustered into seven strands: 1) Evaluating digital resources, 2) Assessment, 3) Improving students’ academic performance through programming, 4) Gender and equity, 5) Games – as a method to learn programming, 6) Attitudes and motivations, and 7) Teachers’ competencies and teaching. An extensive focus is on the evaluation of different technical solutions as well as pedagogical methods. Implications for teaching and learning programming and developing computational thinking skills are discussed.

KEYWORDS:

• Education
• programming
• computational thinking
• K–12
• learning

Disclosure statement

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

Additional information

Notes on contributors

Anna Åkerfeldt

Anna Åkerfeldt holds a PhD in Didactics and works as a researcher at Stockholm University. Currently, she is involved in research and development projects related to EdTech, AI literacy and distance education.

Susanne Kjällander

Susanne Kjällander is Associate Professor in Didactics and Director of the Preschool Teacher Education and Research at Stockholm University. Her research has a multimodal design theoretical approach and concerns students’ learning in digital learning environments such as preschool and school.

Petra Petersen

Petra Petersen is a senior lecturer in Preschool Didactics and holds a PhD in Pedagogy. Her research interests include the use of digital resources in preschool, digital translanguaging and robot programming.