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Integrating Coding across the Curriculum: A Scoping Review

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Title: Integrating Coding across the Curriculum: A Scoping Review
Language: English
Authors: Karen Woo (ORCID 0000-0002-3552-044X), Garry Falloon (ORCID 0000-0002-6369-8771)
Source: Computer Science Education. 2025 35(2):216-237.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Coding, Computer Science Education, Curriculum Development, Thinking Skills, Classroom Research, Integrated Curriculum, Teaching Methods, Middle School Students, Outcomes of Education, Educational Environment, Research Reports, Pedagogical Content Knowledge, Information Retrieval
DOI: 10.1080/08993408.2024.2344402
ISSN: 0899-3408
1744-5175
Abstract: Background and context: Coding and computational thinking are often taught through integrated curricula, despite a paucity of classroom-based research on their effectiveness. Objective: To investigate evidence of learning resulting from cross-curricular coding tasks in middle-school classrooms, and the school environment factors that impact upon this. Method: This scoping review synthesises recent empirical research on classroom-based integrated coding curricula in middle schools, and analyses the nature of student learning reported in the studies. Findings: By analysing the way computational thinking has been operationalised, we contend that it conceptually conflates a range of learning outcomes. The analysis also reveals that the quality of student learning is subject to teacher knowledge and pedagogy, which are in turn heavily influenced by factors from multiple levels of school ecosystems. Implications: Future research into integrated coding curricula should address specific outcomes in computer science, in the integrated subject, and general competencies, and consider school ecosystem factors.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471975
Database: ERIC
FullText Text:
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  Data: Integrating Coding across the Curriculum: A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Karen+Woo%22">Karen Woo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3552-044X">0000-0002-3552-044X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Garry+Falloon%22">Garry Falloon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6369-8771">0000-0002-6369-8771</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Computer+Science+Education%22"><i>Computer Science Education</i></searchLink>. 2025 35(2):216-237.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1080/08993408.2024.2344402
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  Data: 0899-3408<br />1744-5175
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background and context: Coding and computational thinking are often taught through integrated curricula, despite a paucity of classroom-based research on their effectiveness. Objective: To investigate evidence of learning resulting from cross-curricular coding tasks in middle-school classrooms, and the school environment factors that impact upon this. Method: This scoping review synthesises recent empirical research on classroom-based integrated coding curricula in middle schools, and analyses the nature of student learning reported in the studies. Findings: By analysing the way computational thinking has been operationalised, we contend that it conceptually conflates a range of learning outcomes. The analysis also reveals that the quality of student learning is subject to teacher knowledge and pedagogy, which are in turn heavily influenced by factors from multiple levels of school ecosystems. Implications: Future research into integrated coding curricula should address specific outcomes in computer science, in the integrated subject, and general competencies, and consider school ecosystem factors.
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      – Text: English
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        PageCount: 22
        StartPage: 216
    Subjects:
      – SubjectFull: Coding
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Educational Environment
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      – TitleFull: Integrating Coding across the Curriculum: A Scoping Review
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