Paper Info
Title
Code to Learn: Where Does It Belong in the K-12 Curriculum?
Abstract
The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.
Year
DOI
Venue
2016
10.28945/3521
JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-RESEARCH
Keywords
DocType
Volume
elementary education,improving classroom teaching,interdisciplinary projects,programming and programming languages,teaching/learning strategies,computer education,Scratch
Journal
15
ISSN
Citations 
PageRank 
1547-9714
2
0.42
References 
Authors
0
3
Name
Order
Citations
PageRank
Moreno-Leon, J.1769.95
Gregorio Robles2129491.67
Marcos Roman-Gonzalez3506.90