Teaching Computational Thinking Skills through Scratch in K-12 Education: A Systematic Review
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| Title: | Teaching Computational Thinking Skills through Scratch in K-12 Education: A Systematic Review |
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| Language: | English |
| Authors: | Jiwei Sun (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Computation, Thinking Skills, Elementary Secondary Education, Programming, Technology Uses in Education, Technology Integration, Instructional Effectiveness, Barriers, Elementary Schools, Middle Schools, STEM Education, Teaching Methods, Age Differences, Gender Differences, Difficulty Level |
| DOI: | 10.1002/jcal.70230 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Computational thinking (CT) is increasingly critical in K-12 education for fostering essential digital-age problem-solving abilities. Scratch, a widely adopted block-based programming environment, has emerged as a promising platform for developing CT skills, yet a clear synthesis of instructional use remains limited. Objectives: This paper presents a systematic literature review on instructional methods for teaching CT skills through Scratch in K-12 settings. The review aims to: (1) identify the contexts and subject domains in which Scratch is used to teach CT; (2) explore the instructional strategies employed to integrate CT teaching through Scratch; (3) examine factors that influence CT learning outcomes; and (4) investigate challenges in implementing Scratch-based CT instruction. Method: Following PRISMA guidelines, a comprehensive search strategy was used to identify relevant literature, resulting in 46 included empirical studies. Studies were thematically coded and analysed to synthesise key findings. Results and Conclusions: Scratch-based CT instruction is common in primary and middle school settings. Most studies position Scratch as a standalone tool for CT teaching, followed by integration with science, mathematics, and STEM, with very few studies in non-STEM subjects. Three categories of teaching approaches were identified, including task-oriented, social-oriented, and technology-based approaches. Instructional effectiveness is influenced by student age, gender, and task difficulty. Key challenges include the unstructured Scratch interface, difficulties in teaching abstract CT concepts, and reliance on trial-and-error methods. The review highlights the need for scaffolded, developmentally appropriate teaching approaches and suggests expanding CT education into non-STEM domains and diverse school levels. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500515 |
| Database: | ERIC |
| Abstract: | Background: Computational thinking (CT) is increasingly critical in K-12 education for fostering essential digital-age problem-solving abilities. Scratch, a widely adopted block-based programming environment, has emerged as a promising platform for developing CT skills, yet a clear synthesis of instructional use remains limited. Objectives: This paper presents a systematic literature review on instructional methods for teaching CT skills through Scratch in K-12 settings. The review aims to: (1) identify the contexts and subject domains in which Scratch is used to teach CT; (2) explore the instructional strategies employed to integrate CT teaching through Scratch; (3) examine factors that influence CT learning outcomes; and (4) investigate challenges in implementing Scratch-based CT instruction. Method: Following PRISMA guidelines, a comprehensive search strategy was used to identify relevant literature, resulting in 46 included empirical studies. Studies were thematically coded and analysed to synthesise key findings. Results and Conclusions: Scratch-based CT instruction is common in primary and middle school settings. Most studies position Scratch as a standalone tool for CT teaching, followed by integration with science, mathematics, and STEM, with very few studies in non-STEM subjects. Three categories of teaching approaches were identified, including task-oriented, social-oriented, and technology-based approaches. Instructional effectiveness is influenced by student age, gender, and task difficulty. Key challenges include the unstructured Scratch interface, difficulties in teaching abstract CT concepts, and reliance on trial-and-error methods. The review highlights the need for scaffolded, developmentally appropriate teaching approaches and suggests expanding CT education into non-STEM domains and diverse school levels. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70230 |
