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<p>The recent introduction of Computational Thinking (CT) in K-6 education has yet to clarify the corpus of content and competencies to be developed in these early stages. Numerous studies address CT education through different classroom approaches. This scoping review examines the literature, instructional models, materials, activities, and resources employed in K-6 classrooms to integrate CT into primary education. Findings suggest a certain misalignment between the broad definition of CT proposed in theoretical frameworks and the predominant focus on coding and programming in classroom practices. Although numerous CT components are extracted from the theoretical frameworks in the literature, classroom activities tend to work on a narrower set, with algorithmic thinking being the only focus in many of them. Programming practices range from digital storytelling to robotics, while a few include unplugged or interdisciplinary activities. Mathematics emerge as the most frequent course where CT is integrated, largely due to their natural overlap. Other courses such as science, language, and the arts also offer a significant potential for its appearance. In terms of instructional models, interactive, student-centered approaches such as guided discovery and problem-based learning are predominant. This review serves as a critical reflection on the alignment between the theoretical aspirations for CT integration and the practical realities of classroom implementation, shedding light on gaps and opportunities for refinement in pedagogical practices.</p>

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Computational thinking in K-6 education: a scoping review of instructional practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月19日

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  • Juan José Santaengracia,
  • Belén Palop,
  • Luis J. Rodríguez-Muñiz

摘要

The recent introduction of Computational Thinking (CT) in K-6 education has yet to clarify the corpus of content and competencies to be developed in these early stages. Numerous studies address CT education through different classroom approaches. This scoping review examines the literature, instructional models, materials, activities, and resources employed in K-6 classrooms to integrate CT into primary education. Findings suggest a certain misalignment between the broad definition of CT proposed in theoretical frameworks and the predominant focus on coding and programming in classroom practices. Although numerous CT components are extracted from the theoretical frameworks in the literature, classroom activities tend to work on a narrower set, with algorithmic thinking being the only focus in many of them. Programming practices range from digital storytelling to robotics, while a few include unplugged or interdisciplinary activities. Mathematics emerge as the most frequent course where CT is integrated, largely due to their natural overlap. Other courses such as science, language, and the arts also offer a significant potential for its appearance. In terms of instructional models, interactive, student-centered approaches such as guided discovery and problem-based learning are predominant. This review serves as a critical reflection on the alignment between the theoretical aspirations for CT integration and the practical realities of classroom implementation, shedding light on gaps and opportunities for refinement in pedagogical practices.