Infusing computational thinking into k-12 teachers’ pedagogical practice: A Systematic Literature Review
DOI:
https://doi.org/10.22491/1982-1654.142085Keywords:
Computational thinking, Pedagogical practice, K-12 educationAbstract
This paper presents a Systematic Literature Review (SLR) focused on Computational Thinking (CT) and its contribution to pedagogical practices in K-12 Education. Four papers were analyzed, identifying strategies, approaches, and resources for integrating CT into the classroom across four categories: strategies for developing CT, pedagogical support for CT integration, barriers and challenges encountered, and the assessment of CT teaching impact. Unplugged activities, maker spaces, and tools like Alice, Scratch, and Kodu were found to be effective. Pedagogical support includes teacher training and the utilization of technological resources. Barriers and challenges encompass a lack of knowledge and skills in CT, time constraints, and insufficient support for professional development. Evaluating the impact of CT teaching is crucial for identifying effective strategies and skill development. This study highlights the importance of integrating CT into the school curriculum and the need for investment in continuous teacher training.
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Published 2024-12-22
