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    Etec500 - Assignment 2 Lit Review

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    The document is a literature review that discusses research on the benefits of teaching coding to K-12 students. It summarizes several studies that show coding can help develop 21st century thinking skills like problem solving, collaboration, and computational thinking. However, some quantitative studies found no significant differences in test scores before and after coding instruction. Overall, the research suggests that while coding may not directly improve standardized test performance, it can enhance skills like engagement, self-efficacy, and creative and critical thinking. The optimal time to introduce coding may be in late primary school rather than earlier grades. Teachers need support to effectively integrate coding activities into their lessons.

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    Etec500 - Assignment 2 Lit Review

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    The document is a literature review that discusses research on the benefits of teaching coding to K-12 students. It summarizes several studies that show coding can help develop 21st century thinking skills like problem solving, collaboration, and computational thinking. However, some quantitative studies found no significant differences in test scores before and after coding instruction. Overall, the research suggests that while coding may not directly improve standardized test performance, it can enhance skills like engagement, self-efficacy, and creative and critical thinking. The optimal time to introduce coding may be in late primary school rather than earlier grades. Teachers need support to effectively integrate coding activities into their lessons.

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    The document is a literature review that discusses research on the benefits of teaching coding to K-12 students. It summarizes several studies that show coding can help develop 21st century thinking skills like problem solving, collaboration, and computational thinking. However, some quantitative studies found no significant differences in test scores before and after coding instruction. Overall, the research suggests that while coding may not directly improve standardized test performance, it can enhance skills like engagement, self-efficacy, and creative and critical thinking. The optimal time to introduce coding may be in late primary school rather than earlier grades. Teachers need support to effectively integrate coding activities into their lessons.

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    Download as PDF, TXT or read online from Scribd
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    127 views6 pages

    Etec500 - Assignment 2 Lit Review

    Uploaded by

    api-501744344
    The document is a literature review that discusses research on the benefits of teaching coding to K-12 students. It summarizes several studies that show coding can help develop 21st century thinking skills like problem solving, collaboration, and computational thinking. However, some quantitative studies found no significant differences in test scores before and after coding instruction. Overall, the research suggests that while coding may not directly improve standardized test performance, it can enhance skills like engagement, self-efficacy, and creative and critical thinking. The optimal time to introduce coding may be in late primary school rather than earlier grades. Teachers need support to effectively integrate coding activities into their lessons.

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    of 6

    ETEC 500 –65B

    Research Methodology in Education

    Assignment 2:

    Literature Review Assignment

    Submitted by:

    Benson Chang, Ghassan Barhoumeh, Robert French and

    Stefanie Nitta,
    Literature Review

    Many countries have added coding to school curriculum to support subjects such as

    mathematics and science. This was initiated to engage young students with technology. Research

    has demonstrated the benefits of coding on student thinking skills (Falloon, 2016). With the

    objective “to investigate the types of thinking young students used, and when they used them

    within computational tasks” (Falloon, 2016), studies have shown that young students demonstrate

    recall, understanding, applying, analyzing and evaluation skill while coding using Scratch Jnr.

    (Falloon, 2016).

    By incorporating coding into the curriculum, students can learn valuable 21st century

    thinking skills. Additionally, the International Society for Technology in Education (ISTE)

    standard for effects on students’ engagement and creativity encourages students to be creative

    problem solvers (Mak, 2014). Mak noticed that when using programs that are coding based

    games, students show communication and collaboration, inquiry, critical thinking, and problem-

    solving skills to accomplish projects assigned. In addition, students used mathematical concepts

    and engaged in collaborative problem-solving discussion while working, creating designs and

    themes not offered by the game. These findings are further supported by Falloon’s (2016) study

    where he finds connections between the historical and contemporary research exploring the

    cognitive benefits of teaching coding to students. Falloon believes that cognitive thinking skills

    can be developed through coding activities. Two questions drive Falloon’s research: a) what

    general thinking skills are evident, and how are they applied in student’s computational work, and

    b) what relationships exist between the exercise of general thinking skills and the student’s

    computational work. Falloon’s concluding data identified students using thinking skills of
    remembering/understanding, applying and creating, analyzing, and evaluating, (following

    Krathwohl’s (2002) revision of Bloom’s Taxonomy), and suggests that integrating coding into

    curricula provides teachers with a useful medium for students to exercise a range of general,

    computational and higher order thinking skills.

    A variety of studies have qualitative data proving that coding in elementary school

    influences student’s thinking skills. However, quantitative data showed no significant difference

    between pre- and post-coding implementation tests. Psycharis and Kallia’s research looks at the

    effects of computer programming on high school students’ thinking and reasoning (2017). The

    main purpose of the research was to see if learning computer programming will lead to difference

    in reasoning skills and observed self-efficacy. Many standard tests such as Cornell Critical

    Thinking Test, Motivated Strategies for Learning Questionnaire (MSLQ) and a Mathematics

    Assessment Test were used in Psycharis and Kallia’s study. Analysis of the questionnaires and

    tests revealed that students who participated in the computer programming course showed

    significantly enhanced self-efficacy and problem solving in Mathematics, as well as general

    reasoning skills (Phycharis & Kallia, 2017). In another study, Kalelioğlu (2015) examined the

    effect of teaching code.org on reflective thinking skills towards problem solving. Pre- and post-

    exams showed little to no change in the mean score when testing problem solving skills

    (Kalelioğlu, 2015). Kalelioğlu’s qualitative research showed an increase in students self-perceived

    problem-solving skills, mathematical skills, engagement, and interest in coding. Additionally, the

    research of Seo and Kim (2016) explored the impact of a creative computer class in grades 3, 4

    and 5. Seo and Kim (2016) found that while there were not significant differences between

    groups, within group comparisons showed a significant increase in both computational cognition,
    and in creativity in the areas of index creativity average, fluency, originality, and resistance to

    premature closure in the experimental (pair programming) group.

    Moreno-Léon and Román-González (2016) examine the youngest optimal age to learn

    computer programming. Piaget’s development stages suggest that learning programming between

    the concrete and formal operations stages may make a difference. The study is based on

    differential effect between the academic year for learning Scratch, as well as subject dependence

    for integration. Results with high confidence suggest that inclusion of computer programming in

    late primary (6th grade) significantly accelerated the learning curve, but did not do so in 2nd

    grade (Moreno-Léon & Román-González, 2016). Difference in ability for cognitive transfer is a

    likely explanation. Since introducing Scratch did not impede academic progress, it may be

    advantageous to introduce it early (Moreno-Léon & Román-González, 2016). In Planning and

    implementing coding in the junior classroom for competency and thinking-skill development,

    Falloon, Hale, Fenemor (2016) described the complex nature of coding and explained how

    teachers must scaffold engagement. Instead of starting out with the iPad or computer program,

    they should first create patterns and manipulate sequences using directional vocabulary.

    Researchers observed the development of learner virtues and social and collaborative

    competencies in young students. Therefore, teachers had to select pairs that were of mixed

    abilities, but also pairings where the students trusted and respected one another to have balance

    when problem solving (Falloon & Hale & Fenemor, 2016). Through professional development to

    build teacher confidence to deliver this new skill set to the 21st century learner, students will be

    well balanced, problem-solving, thinkers ready to take on future endeavors.


    References

    Mak, J. (2014). Coding in the elementary school classroom. Learning & Leading with

    Technology, 41(6), 26.

    Falloon, G. (2016). An analysis of young students thinking when completing basic coding tasks

    using Scratch Jnr. On the iPad. Journal of Computer Assisted Learning,32(6), 576-593.

    doi:10.1111/jcal.12155

    Psycharis, S. s., & Kallia, M. m. (2017). The effects of computer programming on high school

    students' reasoning skills and mathematical self-efficacy and problem solving. Instructional

    Science, 45(5), 583-602. doi:10.1007/s11251-017-9421-5

    Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code. org.

    Computers in Human Behavior, 52, 200-210. (Robert)

    Moreno-León, J., Robles, G., & Román-González, M. (2016). Code to learn: Where does it

    belong in the K-12 curriculum? Journal of Information Technology Education: Research, 15,

    283-303.

    Seo, Y., & Kim, J. (2016). Analyzing the Effects of Coding Education through Pair

    Programming for the Computational Thinking and Creativity of Elementary School Students.

    Indian Journal of Science and Technology,9(46).


    Falloon, G., Hale, P., & Fenemor, T. (2016). Planning and implementing coding in the junior

    classroom for competency and thinking-skill development. Journal Issue, (1)

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