The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. A Literature Review
Datos Bibliográficos
| ID | 22168709 |
|---|---|
| Autores | Stamatis Papadakis (University of Crete, autor de correspondencia) |
| Año | 2021 |
| Volumen | 6 |
| Fecha de publicación | 2021-06-10 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Frontiers in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editorial | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2021.657895 |
| OpenAlex | W3169987478 |
| Idioma | EN |
| Citas recibidas | 16 |
| Referencias citadas | 54 |
Data that shows that young children can learn and acquire Computational Thinking (CT) skills has led governments and policymakers internationally to integrate CT into the curriculum, starting in the earliest grades. Researchers support the idea that this introduction must not solely focus on a problem-solving process skill (CT) but instead provide children with new ways to express themselves, supporting their cognitive, language, and socio-emotional development (Computational Fluency-CF). Coupled with the media and government’s rhetoric and an increasing number of apps offering various programming lessons, puzzles, and challenges, educators have been responsible for introducing young children to CT and CF using touchscreen technology. This paper presents a literature review ( N = 21) of empirical studies on applying four coding apps to support young children’s learning of CT and CF. The main conclusion is that all apps positively affect the development of children’s CT skills. None of the apps can ultimately support the development of CF, although ScratchJr, with a “sandbox” approach, can better help students express themselves
Cognition · Cognitive skill · Computational Thinking · Curriculum · Fluency · Mathematics education · Multimedia · Pedagogy · Child Development and Digital Technology · Computer Science · Educational Games and Gamification · Psychology · Teaching and Learning Programming
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| Citas por año | 4 |
|---|---|
| Intervalo de citas | 2022 - 2026 (5) |
| Altamente citado | No |