Coding and computational thinking across the curriculum : A review of educational outcomes
Journal article
Mills, Kathy Ann, Cope, Jen, Scholes, Laura and Rowe, Luke. (2024). Coding and computational thinking across the curriculum : A review of educational outcomes. Review of Educational Research. pp. 1-38. https://doi.org/10.3102/00346543241241327
Authors | Mills, Kathy Ann, Cope, Jen, Scholes, Laura and Rowe, Luke |
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Abstract | Teaching coding and computational thinking is an emerging educational imperative, now embedded in compulsory curriculum in the United States, Finland, the UK, Germany, Belgium, the Netherlands, New Zealand, and Australia. This meta-synthesis of 49 studies critically reviews recent international research (2009–2022) of coding and computational thinking as core and integrated across the curriculum. It addresses four essential problems: (a) What are the key features of learning environments that successfully develop students’ coding and computational thinking? (b) What is the impact of student engagement in coding and computational thinking on learning outcomes across curriculum areas? (c) What pedagogical constraints are evident for coding and computational thinking, including across curriculum areas? and (d) Which conceptual frameworks support coding and computational thinking, and what has been marginalized or excluded? The review advances knowledge of coding and computational thinking—vital to guide and develop future AI-based solutions to real-world problems that challenge disciplinary boundaries. |
Keywords | coding; computational thinking; game design; integrated curriculum; programming |
Year | 01 Jan 2024 |
Journal | Review of Educational Research |
Journal citation | pp. 1-38 |
Publisher | Sage Publications, Inc. (US) |
ISSN | 1935-1046 |
Digital Object Identifier (DOI) | https://doi.org/10.3102/00346543241241327 |
Web address (URL) | https://journals.sagepub.com/doi/10.3102/00346543241241327 |
Open access | Published as ‘gold’ (paid) open access |
Research or scholarly | Research |
Page range | 1-38 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 01 Apr 2024 |
Publication process dates | |
Deposited | 03 Jul 2024 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | DP190100228 |
FT180100009 | |
Additional information | © 2024 AERA |
This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). | |
This research was supported in part by the Australian Research Council’s Discovery Projects funding scheme (DP190100228 and FT180100009). | |
Supplementary materials can be found at https://journals.sagepub.com/doi/10.3102/00346543241241327#supplemen... | |
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with. | |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/90q8q/coding-and-computational-thinking-across-the-curriculum-a-review-of-educational-outcomes
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Publisher's version
OA_Mills_2024_Coding_and_computational_thinking_across_the.pdf | |
License: CC BY-NC 4.0 | |
File access level: Open |
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