DIGITAL TOOLS USED FOR THE DEVELOPMENT OF COMPUTATIONAL THINKING IN PRIMARY EDUCATION: A TEN YEAR SYSTEMATIC LITERATURE REVIEW

2017 ◽  
Author(s):  
Maria Kordaki ◽  
Panagiotis Kakavas
Keyword(s):  
Literature Review ◽  
Primary Education ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Digital Tools

scholarly journals Computational thinking in primary education: a systematic literature review

2019 ◽  
Vol 11 (2) ◽  
pp. 64-94
Author(s):  
Panagiotis Kakavas ◽  
Francesco C. Ugolini
Keyword(s):  
Literature Review ◽  
Primary Education ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Future Research ◽  
Learning Context ◽  
Education Students ◽  
Definition Of ◽  
Learning Issues

Abstract This study presents a 13-year (2006–2018) systematic literature review related to the way that computational thinking (CT) has grown in elementary level education students (K-6) with the intention to: (a) present an overview of the educational context/setting where CT has been implemented, (b) identify the learning context that CT is used in education, (c) highlight the ways of assessment/measurement of CT and present the learning outcomes for students who engage in CT educational activities. A set of criteria were specified to select appropriate studies for inclusion in the review. A thorough search in ten large electronic databases, meeting the inclusion criteria, revealed 53 studies on CT in primary education. The results of the study revealed a variety of educational and learning contexts that CT has been integrated. The majority of studies use the framework of programming for both plugged and unplugged activities in order to cultivate students’ CT-skills, while the main interest focuses on the subject of Computer Science and STEM field in general. However, teaching and learning issues on CT-concepts and skills, CT-measurement and the adoption of an established definition of CT remain a challenge. Based on the current findings, some recommendations and implications for future research are provided.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

scholarly journals The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

2021 ◽  
Vol 6 (3) ◽  
pp. 272-289
Author(s):  
Norhafizan Abdul Wahab ◽  
Othman Talib ◽  
Fazilah Razali ◽  
Nurzatulshima Kamarudin
Keyword(s):  
Literature Review ◽  
Stem Education ◽  
Systematic Literature Review ◽  
Web Of Science ◽  
Meta Analysis ◽  
Computational Thinking ◽  
Considerable Effect ◽  
Research Gaps ◽  
Prisma Statement

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications.

Digital Game-Based Learning and Computational Thinking in P-12 Education

2022 ◽  
pp. 1894-1919
Author(s):  
Anastasios Theodoropoulos ◽  
Georgios Lepouras
Keyword(s):  
Literature Review ◽  
Student Learning ◽  
Empirical Evidence ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Digital Games ◽  
Digital Game ◽  
Game Based Learning ◽  
Comprehensive Overview ◽  
Computing Education

The objective of this chapter is to explore the evolution and opportunities of the emerging field of digital games for programming learning, the challenges and tensions that they present, and how educators may be able to collectively advance this work to benefit student learning. This work summarizes previous empirical evidence concerning the positive impacts and outcomes of digital games in computing education, or even impacts that do not let games to spread. Hence, a systematic literature review is carried out in this context to provide a comprehensive overview of works carried out towards incorporating digital games in order to acquire CT skills or learn basic programming concepts within P12 education. The chapter discusses on the range of indicators and measures used in the 44 selected studies, together with methodological limitations and recommendations for further work in this area.

scholarly journals A Systematic Literature Review on relationships between Computational Thinking and Mathematics

2018 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Thiago Schumacher Barcelos ◽  
Roberto Muñoz ◽  
Rodolfo Villarroel ◽  
Ismar Frango Silveira
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
And Mathematics
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