Computational Thinking in Primary and Pre-School Children: A Systematic Review of the Literature
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| Publicado en: | Education Sciences vol. 15, no. 8 (2025), p. 985-1005 |
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MDPI AG
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| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 100 | 1 | |a Paraskevopoulou-Kollia Efrosyni-Alkisti |u Department of Computer Science and Biomedical Informatics, University of Thessaly, Papasiopoulou 2-4, 35100 Lamia, Greece; frini@dib.uth.gr (E.-A.P.-K.); michalakopouloschristos@gmail.com (C.-A.M.) | |
| 245 | 1 | |a Computational Thinking in Primary and Pre-School Children: A Systematic Review of the Literature | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Computational Thinking (CT) has been an important concept for the computer science education community in the last 20 years. In this work we performed a systematic review of the literature regarding the computational thinking of children from kindergarten to primary school. We compiled a large dataset of one hundred and twenty (120) studies from the literature. Through analysis of these studies, we tried to reveal important insights and draw interesting and valid conclusions. We analyzed various qualitative and quantitative aspects of the studies, including the sample size, the year of publication, the country of origin, the studies’ design and duration, the computational tools used, and so on. An important aspect of the work is to highlight differences between different study designs. We identified a total of 120 studies, with more than half of them (>50%) originating from Asian countries. Most studies (82.5%) conducted some form of intervention, aiming to improve their computational thinking in students. A smaller proportion (17.5%) were assessment studies in which the authors conducted assessments regarding the children’s computational thinking. On average, intervention studies had a smaller number of participants, but differences in duration could not be identified. There was also a lack of large-scale longitudinal studies. Block-based coding (i.e., Scratch) and Plugged and Unplugged activities were observed in high numbers in both categories of studies. CT assessment tools showed great variability. Efforts for standardization and reaching a consensus are needed in this regard. Finally, robotic systems have been found to play a major role in interventions over the last years. | |
| 653 | |a Problem solving | ||
| 653 | |a Software | ||
| 653 | |a Students | ||
| 653 | |a Computer science | ||
| 653 | |a Automation | ||
| 653 | |a Teachers | ||
| 653 | |a Skills | ||
| 653 | |a Algorithms | ||
| 653 | |a Literature Reviews | ||
| 653 | |a World Problems | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Researchers | ||
| 653 | |a Educational Technology | ||
| 653 | |a Young Children | ||
| 653 | |a Preschool Children | ||
| 653 | |a Kindergarten | ||
| 653 | |a Elementary Education | ||
| 653 | |a Simulation | ||
| 653 | |a Skill Development | ||
| 653 | |a Preschool Education | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a Convergent Thinking | ||
| 653 | |a Definitions | ||
| 653 | |a Logical Thinking | ||
| 653 | |a Science Teachers | ||
| 653 | |a Programming | ||
| 700 | 1 | |a Christos-Apostolos, Michalakopoulos |u Department of Computer Science and Biomedical Informatics, University of Thessaly, Papasiopoulou 2-4, 35100 Lamia, Greece; frini@dib.uth.gr (E.-A.P.-K.); michalakopouloschristos@gmail.com (C.-A.M.) | |
| 700 | 1 | |a Zygouris, Nikolaos C |u Laboratory of Digital Neuropsychological Assessment, Department of Informatics and Telecommunications, University of Thessaly, 35100 Lamia, Greece; nzygouris@uth.gr | |
| 700 | 1 | |a Bagos, Pantelis G |u Department of Computer Science and Biomedical Informatics, University of Thessaly, Papasiopoulou 2-4, 35100 Lamia, Greece; frini@dib.uth.gr (E.-A.P.-K.); michalakopouloschristos@gmail.com (C.-A.M.) | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 8 (2025), p. 985-1005 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3244010780/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3244010780/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3244010780/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |