Exploring the compelling rationale to include programming in the K-12 curriculum

Abstract

This study aims to conduct a literature review to explore the justification for including programming and coding in K–12 curricula. Additionally, it considers the value of teaching computational thinking and programming principles, pedagogical strategies, and the advantages and drawbacks of teaching programming to young students. Most studies acknowledge that programming courses effectively motivate and engage students and achieve learning objectives. However, research reveals that teachers lack the skills to teach programming, and even seasoned educators may find it challenging to develop and implement the necessary pedagogical strategies. Researchers recommend using frameworks based on sociocultural theories of learning, increased resources and training, student-centered instruction, and lowering teacher workload, which has led various nations to re-evaluate their curricula. Finally, the review concludes by suggesting the need for more research on how teaching and learning programming affects learning in other academic disciplines.

Keywords: Computer education, computational thinking, pedagogical strategies, programming, K–12 curricula;