Analyzing computational thinking studies in Scratch programming: A review of elementary education literature

https://doi.org/10.21585/ijcses.v6i1.156

Authors

Keywords:

Scratch, Computational Thinking, Programming, Coding, Elementary Education

Abstract

Computational Thinking (CT) has become popular in recent years and has been recognized as an essential skill in the digital age. CT literature, however, is at an early stage of development, and there is no consensus among researchers/scholars and to date, many scholars and practitioners have been unable to concretely explain what CT is, or how to teach or assess this skill set. The purpose of this literature review is to examine papers that focus on CT in terms of elementary education, elementary-aged learners, and related issues/considerations in order to provide a better understanding of the CT in an elementary context. An inductive qualitative content analysis was conducted on 61 papers set in elementary school settings about CT from 2010-2020. Five main themes emerged from the review: exploiting tangible blocks in a physical coding environment, integrating Scratch into various disciplines through programming, Scratch gaming for computational thinking, evaluating computational thinking skills through Scratch projects, and teaching and learning methods/factors affecting CT in children. Implications for practice and directions for future research are discussed.

Downloads

Download data is not yet available.

Author Biography

William H. Stewart, Hankuk University of Foreign Studies

WILLIAM H. STEWART, EdD, is the Inbound Exchange Student Program Manager at Hankuk University of Foreign Studies, where he coordinates all aspects of inbound exchanges. He specializes in transnational and international education, particularly where these fields intersect with distance education. His research focuses on student motivations for, and experiences with distance education in cross-border settings with a focus on the Korean context. He earned a doctorate in Educational Technology from Boise State University, where he also works on STEM+CT related research projects.

References

Alves, N. D. C., Von Wangenheim, C. G., & Hauck, J. C. (2019). Approaches to assess computational thinking competences based on code analysis in K-12 education: A systematic mapping study. Informatics in Education, 18, 17–39. http://doi.org/10.15388/infedu.2019.02

Angeli, C., Voogt, J., Fluck, A. E., Webb, M., Cox, M. J., Malyn-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework - Implications for teacher knowledge. Educational Technology & Society, 19, 47–57. https://www.jstor.org/stable/pdf/jeductechsoci.19.3.47.pdf

Baek, Y., Min, E., & Yun, S. (2020) Mining educational implications of Minecraft. Computers in the Schools, 37, 1–16. http://doi.org/10.1080/07380569.2020.1719802

Barr, D., Harrison, J., & Conery, L. (2011). Computational thinking: A digital age skill for everyone. Learning & Leading with Technology, 38, 20–23. https://files.eric.ed.gov/fulltext/EJ918910.pdf

Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12. ACM Inroads, 2, 48–13. http://doi.org/10.1145/1929887.1929905 DOI: https://doi.org/10.1145/1929887.1929905

Berikan, B., & Özdemir, S. (2019). Investigating “problem-solving with datasets” as an implementation of computational thinking: A literature review. Journal of Educational Computing Research, 58, 502–534. https://doi.org/10.1177/0735633119845694

Bers, M. U. (2010). The TangibleK Robotics program: Applied computational thinking for young children. Early Childhood Research & Practice, 12, 1–20. https://files.eric.ed.gov/fulltext/EJ910910.pdf

Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education: Implication for policy and practice. Joint Research Center (JRC) Science for Policy Report. https://ec.europa.eu/jrc

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa

Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 Annual Meeting of the American Educational Research Association (pp. 1–25). AERA. http://scratched.gse.harvard.edu/ct/files/AERA2012.pdf

Browning, S. F. (2017). Using Dr. Scratch as a formative feedback tool to assess computational thinking. [Master’s thesis, Brigham Young University]. https://scholarsarchive.byu.edu/etd/6659

Burke, W. Q. (2012). Coding & composition: Youth storytelling with Scratch programming (Publication No. 3510989) [Doctoral dissertation, University of Pennsylvania]. ProQuest Dissertations Publishing.

Calao, L. A., Moreno-León, J., Correa, H. E., & Robles, G. (2015). Developing mathematical thinking with Scratch. In G. Conole, T. Klobučar, C. Rensing, J. Konert, & É. Lavoué (Eds.) Design for teaching and learning in a networked world (pp. 17–27). Springer International Publishing. http://doi.org/10.1007/978-3-319-24258-3 2 DOI: https://doi.org/10.1007/978-3-319-24258-3_2

Chou, P.-N. (2018). Smart technology for sustainable curriculum: Using drone to support young students’ learning. Sustainability, 10, 3819. https://doi.org/10.3390/su10103819

Chou, P.-N. (2020). Using ScratchJr to foster young children’s computational thinking competence: A case study in a third-grade computer class. Journal of Educational Computing Research, 58, 570–595. https://doi.org/10.1177/0735633119872908

Chowdhury, B. T. (2017). Collaboratively learning computational thinking. Unpublished doctoral dissertation, of Virginia Polytechnic Institute and State University, USA.

da Cruz Alves, N., Gresse Von Wangenheim, C., & Hauck, J. C. (2019). Approaches to assess computational thinking competences based on code analysis in K-12 education: A systematic mapping study. Informatics in Education, 18, 17–39. https://doi.org/10.15388/infedu.2019.02

diSessa, A. A. (2018). Computational literacy and “The Big Picture” concerning computers in mathematics education. Mathematical thinking and learning, 20, 3–31. https://doi.org/10.1080/10986065.2018.1403544 DOI: https://doi.org/10.1080/10986065.2018.1403544

Dolgopolovas, V., Jevsikova, T., Savulionienė, L., & Dagienė, V. (2015). On evaluation of computational thinking of software engineering novice students. In Proceedings of the IFIP TC3 Working Conference “A New Culture of Learning: Computing and next Generations (pp. 90–99). https://core.ac.uk/download/pdf/42583209.pdf#page=98

Donley, K. S. (2012). Coding in the curriculum: learning computational practices and concepts, creative problem solving skills, and academic content in ten to fourteen-year-old children (Publication No. 10842428) [Doctoral dissertation, Temple University]. ProQuest Dissertations Publishing.

English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3, 1–8. http://doi.org/10.1186/s40594-016-0036-1 DOI: https://doi.org/10.1186/s40594-016-0036-1

Fadjo, C. L. (2012). Developing computational thinking through grounded embodied cognition (Publication No. 3506300) [Doctoral dissertation, Columbia University]. ProQuest Dissertations Publishing.

Fagerlund, J., Häkkinen, P., Vesisenaho, M., & Viiri, J. (2020). Assessing 4th grade students’ computational thinking through scratch programming projects. Informatics in Education, 19, 611–640. https://doi.org/10.15388/infedu.2020.27

Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42, 38–43. https://doi.org/10.3102/0013189X12463051 DOI: https://doi.org/10.3102/0013189X12463051

Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work? – A litera-

ture review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025–3034). Waikoloa, Hawaii, USA. http://doi.org/10.1109/HIS.2014.377

Hamelburg, N. (2019). Coding, collaboration, and computational thinking (Publication No. 10183306) [Master’s thesis, Hofstra University]. ProQuest Dissertations Publishing.

Harimurti, R., Qoiriah, A., Ekohariadi, E., & Munoto, M. (2018, July). Implementation of computational thinking concepts in ICT learning using Scratch programming. In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018) (pp. 105–109). Atlantis Press. https://doi.org/10.2991/aptekindo-18.2018.23 DOI: https://doi.org/10.2991/aptekindo-18.2018.23

Henderson, P. B., Cortina, T. J., & Wing, J. M. (2007). Computational thinking. In Proceedings of the 38th SIGCSE Technical Symposium (pp. 195–3). ACM Press. http://doi.org/10.1145/1227310.1227378 DOI: https://doi.org/10.1145/1227310.1227378

Jacob, S. R., Warschauer, M. (2018). Computational thinking and literacy. Journal of Computer Science Integration, 1, 1–21. http://doi.org/10.26716/jcsi.2018.01.1.1

Kafai, Y. B. (2016). From computational thinking to computational participation in K-12 education. Communications of the ACM, 59, 26–27. http://doi.org/10.1145/2955114 DOI: https://doi.org/10.1145/2955114

Kale, U., Akcaoglu, M., Cullen, T., Goh, D., Devine, L., Calvert, N., & Grise, K. (2018). Computational what? Relating computational thinking to teaching. TechTrends, 62, 574–584. https://doi.org/10.1007/s11528-018-0290-9 DOI: https://doi.org/10.1007/s11528-018-0290-9

Kalelioglu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking Based on a systematic research review. Baltic Journal of Modern Computing, 4, 583–596. http://acikerisim.baskent.edu.tr/handle/11727/3831

Korkmaz, Ö. (2016). The effect of Scratch- and Lego Mindstorms Ev3-based programming activities in academic achievement, problem-solving skills and logical-mathematical thinking skills of students. Malaysian Online Journal of Educational Sciences, 4, 73–88. https://ajap.um.edu.my/index.php/MOJES/article/download/12658/8149

Lammi, M., Denson, C., & Asunda, P. (2018). Search and review of the literature on engineering design challenges in secondary school settings. Journal of Pre-College Engineering Education Research, 8, 1–19. http://doi.org/10.7771/2157-9288.1172

Lawanto, K. N. (2016). Exploring trends in middle school students’ computational thinking in the online scratch community: A pilot study (Publication No. 10183306) [Master’s thesis, Utah State University]. ProQuest Dissertations Publishing. DOI: https://doi.org/10.1007/978-3-319-52691-1_19

Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., et al. (2011). Computational thinking for youth in practice. ACM Inroads, 2, 32–7. http://doi.org/10.1145/1929887.1929902 DOI: https://doi.org/10.1145/1929887.1929902

Levy, Y., & Ellis, T. (2006). A systems approach to conduct an effective literature review in support of information systems research. Informing Science: The International Journal of an Emerging Transdiscipline, 9, 181–212. http://doi.org/10.28945/479 DOI: https://doi.org/10.28945/479

Longi, K. (2016). Exploring factors that affect performance on introductory programming courses (Unpublished master’s thesis). Department of Computer Science, University of Helsinki, Finland.

Lowe, T. A., & Brophy, S. P. (2019, June). Identifying computational thinking in storytelling literacy activities with Scratch Jr. In 2019 ASEE Annual Conference & Exposition. https://peer.asee.org/32913

Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51–61. http://doi.org/10.1016/j.chb.2014.09.012 DOI: https://doi.org/10.1016/j.chb.2014.09.012

Marcelino, M. J., Pessoa, T., Vieira, C., Salvador, T., & Mendes, A. J. (2018). Learning computational thinking and Scratch at distance. Computers in Human Behavior, 80, 470–477. https://doi.org/10.1016/j.chb.2017.09.025 DOI: https://doi.org/10.1016/j.chb.2017.09.025

Miaoulis, I. (2010). K-12 engineering – The missing core discipline. In Holistic engineering education (pp. 37–51). Springer New York. http://doi.org/10.1007/978-1-4419-1393-7_4 DOI: https://doi.org/10.1007/978-1-4419-1393-7_4

Moreno-León, J., & Robles, G. (2016, April). Code to learn with Scratch? A systematic literature review. In 2016 IEEE Global Engineering Education Conference (EDUCON) (pp. 150–156). IEEE. https://doi.org/10.1109/EDUCON.2016.7474546 DOI: https://doi.org/10.1109/EDUCON.2016.7474546

Moreno-León, J., Robles, G., & Román-González. (2015). Dr. Scratch: Automatic analysis of Scratch projects to assess and foster computational thinking. RED. Revista de Educación a Distancia, 15, 1–23 https://www.um.es/ead/red/46/moreno_robles.pdf

Moreno-León, J., Robles, G., & Román-González, M. (2017). Towards data-driven learning paths to develop computational thinking with Scratch. IEEE Transactions on Emerging Topics in Computing, 8, 193–205. https://doi.org/10.1109/TETC.2017.2734818 DOI: https://doi.org/10.1109/TETC.2017.2734818

Munn, Z., Peters, M. D., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18, 1–7. https://doi.org/10.1186/s12874-018-0611-x

Nakano, D., & Muniz, J. Jr., (2018). Writing the literature review for an empirical paper. Production, 28, e20170086. http://doi.org/10.1590/0103-6513.20170086 DOI: https://doi.org/10.1590/0103-6513.20170086

Nančovska Šerbec, I., Cerar, Š., & Žerovnik, A. (2018). Developing computational thinking through games in Scratch. XI Национална конференция Образованието и изследванията в информационното общество 2018 [XI National Conference "Education and Research in the Information Society 2018]. http://pefprints.pef.uni-lj.si/5141/1/Serbec_Developing.pdf

Olabe, M., Basogain, X., Maíz, I., & Castano, C. H. (2011). Programming and robotics with Scratch in primary education. In A. Méndez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 355-363). Formatex Research Centre.

Oluk, A., & Korkmaz, Ö. (2016). Comparing students' Scratch skills with their computational thinking skills in terms of different variables. Online Submission, 8, 1–7. http://doi.org/10.5815/ijmecs.2016.11.01 DOI: https://doi.org/10.5815/ijmecs.2016.11.01

Park, Y., & Shin, Y. (2019). Comparing the effectiveness of Scratch and App Inventor with regard to learning computational thinking concepts. Electronics, 8, 1269. https://doi.org/10.3390/electronics8111269

Pérez, D., Hijón-Neira, R., Bacelo, A., & Pizarro, C. (2020). Can computational thinking be improved by using a methodology based on metaphors and scratch to teach computer programming to children? Computers in Human Behavior, 105, 105849. https://doi.org/10.1016/j.chb.2018.12.027

Quitério Figueiredo, J. A. Q. (2017). How to improve computational thinking: A case study. Education in the Knowledge Society, 18, 35–51. https://doi.org/10.14201/eks20171843551 DOI: https://doi.org/10.14201/eks20171843551

Ramdhani, A., Ramdhani, M. A., & Amin, A. S. (2014). Writing a literature review research paper: A step-by-step approach. International Journal of Basic and Applied Science, 3,47–56. http://digilib.uinsgd.ac.id/5129/1/08IJBAS%283%29%281%29.pdf

Rode, J. A., Booker, J., Marshall, A., Weibert, A., Aal, K., Rekowski, von, T., et al. (2015). From computational thinking to computational making. In 2015 ACM International Joint Conference (pp. 401–402). ACM Press. http://doi.org/10.1145/2800835.2800926 DOI: https://doi.org/10.1145/2750858.2804261

Rodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M. (2020) Computational thinking and mathematics using Scratch: an experiment with sixth-grade students. Interactive Learning Environments, 28, 316–327. https://doi.org/10.1080/10494820.2019.1612448

Romero, M., Lepage, A., & Lille, B. (2017). Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 14, 1–15. https://doi.org/10.1186/s41239-017-0080-z DOI: https://doi.org/10.1186/s41239-017-0080-z

Rose, S. P. (2019). Developing children’s computational thinking using programming games (Publication No. 27771989) [Doctoral dissertation, Sheffield Hallam University]. ProQuest Dissertations Publishing.

Rose, S. P., Habgood, M. P. J., & Jay, T. (2017). An exploration of the role of visual programming tools in the development of young children’s computational thinking. The Electronic Journal of e-Learning, 15, 297–309. https://doi.org/10.34190/ejel.15.4.2368

Rose, S., Habgood, J., & Jay, T. (2018). Pirate Plunder: Game-based computational thinking using Scratch blocks. In Proceedings of the 12th European Conference on Games Based Learning (pp. 556–564). Academic Conferences and Publishing International Limited. https://core.ac.uk/download/pdf/160276026.pdf

Rose, S. P., Habgood, M. J., & Jay, T. (2019, May). Using Pirate Plunder to develop children's abstraction skills in Scratch. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1–6). https://core.ac.uk/download/pdf/189171289.pdf

Rose, S., Habgood, J., & Jay, T. (2020). Designing a programming game to improve children’s procedural abstraction skills in Scratch. Journal of Educational Computing Research, 58, 1372–1411. https://journals.sagepub.com/doi/pdf/10.1177/0735633120932871

Ruthmann, A., Heines, J. M., Greher, G. R., Laidler, P., & Saulters, C. (2010, March). Teaching computational thinking through musical live coding in scratch. In Proceedings of the 41st ACM Technical Symposium on Computer Science Education (pp. 351–355). https://dl.acm.org/doi/abs/10.1145/1734263.1734384 DOI: https://doi.org/10.1145/1734263.1734384

Saez-Lopez, J., Roman-Gonzalez, M., & Vazquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: A two year case study using Scratch in five schools. Computers & Education, 97, 129–141. https://doi.org/10.1016/j.compedu.2016.03.003 DOI: https://doi.org/10.1016/j.compedu.2016.03.003

Scullard, S., Tsibolane, P., & Garbutt, M. (2019). The role of Scratch visual programming in the development of computational thinking of non-is majors. In Proceedings 2019 Pacific Asia Conference on Information Systems (PACIS) (pp. 79). https://aisel.aisnet.org/pacis2019/79

Selby, C., & Woollard, J. (2013). Computational thinking: The developing definition. Corwin Press. http://doi.org/10.4135/9781506313214 DOI: https://doi.org/10.4135/9781506313214

Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies, 18, 351–380. http://doi.org/10.1007/s10639-012-9240-x DOI: https://doi.org/10.1007/s10639-012-9240-x

Serbec, I. N., Cerar, Š., & Zerovnik, A. (2018). Developing computational thinking through games in scratch. In Proceedings at 11th National Conference with International Participation, Education and Research in the Information Society (pp. 21–30). Plovdiv, Bulgaria

Slavin, R., & Smith, D. (2009). The relationship between sample sizes and effect sizes in systematic reviews in education. Educational Evaluation and Policy Analysis, 31, 500–506. https://doi.org/10.3102/0162373709352369 DOI: https://doi.org/10.3102/0162373709352369

Smith, S. M. (2019). A comparison of computer-based and robotic programming instruction:Impact of scratch versus cozmo on middle school students’ computational thinking, spatial skills, competency beliefs, and engagement (Publication No. 27602977) [Doctoral dissertation, Kent State University]. ProQuest Dissertations Publishing.

Smith, S., & Burrow, L. E. (2016). Programming multimedia stories in Scratch to integrate computational thinking and writing with elementary students. Journal of Mathematics Education, 9, 119–131. https://educationforatoz.com/images/2016_Commentary_6.pdf

Strawhacker, A., Lee, M., & Bers, M. U. (2018). Teaching tools, teacher’s rules: Exploring the impact of teaching styles on young children’s programming knowledge in Scratch Jr..International Journal of Technology and Design Education, 28, 347–376. https://doi.org/10.1007/s10798-017-9400-9 DOI: https://doi.org/10.1007/s10798-017-9400-9

Swaid, S., & Suid, T. (2019, December). Computational thinking education: Who let the dog out?. In 2019 International Conference on Computational Science and Computational Intelligence (CSCI) (pp. 788–792). IEEE. http://doi.org/10.1109/CSCI49370.2019.00150

Templier, M., & Paré, G. (2015). A framework for guiding and evaluating literature reviews. Communications of the Association for Information Systems, 37, 112–137. https://doi.org/10.17705/1CAIS.03706

Ternik, Ž., Koron, A., Koron, T., & Šerbec, I. N. (2017). Learning programming concepts through maze game in Scratch. In Proceedings at 11th European Conference on Games Based Learning (pp. 661–670). Academic Conferences International Limited.

Topallia, D., & Cagiltayb, N. E. (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers and Education, 120, 64–74. https://doi.org/10.1016/j.compedu.2018.01.011 DOI: https://doi.org/10.1016/j.compedu.2018.01.011

Turchi, T., & Malizia, A. (2016). Fostering computational thinking skills with a tangible blocks programming environment. 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 232–233). IEEE. https://doi.org/10.1109/VLHCC.2016.7739692 DOI: https://doi.org/10.1109/VLHCC.2016.7739692

Vinayakumar, R., Soman, K. P., & Menon, P. (2018, July). Fractal geometry: Enhancing computational thinking with MIT Scratch. In 2018 9th International Conference on Computing, Communication and Networking Technologies (ICCCNT) (pp. 1-6). IEEE. https://doi.org/10.1109/ICCCNT.2018.8494172

Von Gillern, S. (2017). Young children, computer coding, and story creation: An examination of first- and second-grade children’s multimodal stories and literacy practices when engaged with a multimedia coding application (Publication No. 10269304) [Doctoral dissertation, Iowa State University]. ProQuest Dissertations Publishing.

Voogt, J., Fisser, P., & Good, J. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20, 715–728. https://doi.org/10.1007/s10639-015-9412-6 DOI: https://doi.org/10.1007/s10639-015-9412-6

Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2015). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25, 127–147. https://doi.org/10.1007/s10956-015-9581-5 DOI: https://doi.org/10.1007/s10956-015-9581-5

Wing, J. M. (2010, November 17). Computational thinking: What and why. The Link. http://www.cs.cmu.edu/link/research-notebook-computational-thinking-what-and-why

Wing, J. M. (2017). Computational thinking’s influence on research and education for all.Italian Journal of Educational Technology, 25, 7–14. https://doi.org/10.17471/2499-4324/922

Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: Pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60, 565–568. http://doi.org/10.1007/s11528-016-0087-7 DOI: https://doi.org/10.1007/s11528-016-0087-7

Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S. E., & Korb, J. T. (2011). Introducing computational thinking in education courses. In Proceedings of the 42nd ACM Technical Symposium on Computer Science Education (pp. 465–470). ACM Press. http://doi.org/10.1145/1953163.1953297 DOI: https://doi.org/10.1145/1953163.1953297

Yang, D., Swanson, S., Chittoori, B., & Baek, Y. (2018). Integrating computational thinking in stem education through project-based learning. In Proceedings of the 5th STEM in Education Conference. ASEE. https://par.nsf.gov/biblio/10106769

Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K-9. Computers & Education, 141, 103607. https://doi.org/10.1016/j.compedu.2019.103607

Published

2023-03-01

How to Cite

Stewart, W., & Baek, K. (2023). Analyzing computational thinking studies in Scratch programming: A review of elementary education literature. International Journal of Computer Science Education in Schools, 6(1), 35–58. https://doi.org/10.21585/ijcses.v6i1.156