A2 Katsausartikkeli tieteellisessä aikausilehdessä
Computational Thinking in Programming with Scratch in Primary Schools : A Systematic Review (2021)

Fagerlund, J., Häkkinen, P., Vesisenaho, M., & Viiri, J. (2021). Computational Thinking in Programming with Scratch in Primary Schools : A Systematic Review. Computer Applications in Engineering Education, 29(1), 12-28. https://doi.org/10.1002/cae.22255

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Fagerlund, Janne; Häkkinen, Päivi; Vesisenaho, Mikko; Viiri, Jouni

Lehti tai sarja: Computer Applications in Engineering Education

ISSN: 1061-3773

eISSN: 1099-0542

Julkaisuvuosi: 2021

Volyymi: 29

Lehden numero: 1

Artikkelin sivunumerot: 12-28

Kustantaja: John Wiley & Sons

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

DOI: https://doi.org/10.1002/cae.22255

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): http://urn.fi/URN:NBN:fi:jyu-202005123129

Lisätietoja: Special Issue: Computational Thinking for STEAM and Engineering Education


Computer programming is being introduced in educational curricula, even at the primary school level. One goal of this implementation is to teach computational thinking (CT), which is potentially applicable in various computational problem-solving situations. However, the educational objective of CT in primary schools is somewhat unclear: curricula in various countries define learning objectives for topics, such as computer science, computing, programming or digital literacy but not for CT specifically. Additionally, there has been confusion in concretely and comprehensively defining and operationalising what to teach, learn and assess about CT in primary education even with popular programming akin to Scratch. In response to the growing demands of CT, by conducting a literature review on studies utilising Scratch in K–9, this study investigates what kind of CT has been assessed in Scratch at the primary education level. As a theoretical background for the review, we define a tangible educational objective for introducing CT comprehensively in primary education and concretise the fundamental skills and areas of understanding involved in CT as its “core educational principles”. The results of the review summarise Scratch programming contents that students can manipulate and activities in which they can engage that foster CT. Moreover, methods for formatively assessing CT via students’ Scratch projects and programming processes are explored. The results underpin that the summarised “CT-fostering” programming contents and activities in Scratch are vast and multidimensional. The next steps for this research are to refine pedagogically meaningful ways to assess CT in students' Scratch projects and programming processes.

YSO-asiasanat: ohjelmointi; ajattelu; matemaattinen ajattelu; ohjelmointikielet; perusopetus

Vapaat asiasanat: laskennallinen ajattelu

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2021

Alustava JUFO-taso: 1

Viimeisin päivitys 2021-23-08 klo 13:35