Learning to Program Computers: Systematic Literature Review and Vygotskian Discussion

Abstract

The article presents a Systematic Literature Review that analyzes a particular bibliographic corpus (LACLO Congress papers 2015-2017 about computer programming learning in Latin American educational institutions) from the Sociocultural Approach of learnings. The results allow us to characterize the papers presented, reflect on the contributions that their reading from the Vygotskian Approach provides and propose theoretically oriented future-work hypotheses. Specifically, the centrality of the research devoted to teaching and not to the learning of programming is noted, as well as the interest placed in the material artifacts rather than in the construction processes of the programming language made by the students. Likewise, the research allows us to identify special characteristics assumed by the process of content pedagogical transformation for its transmission in elementary schools.