Teaching Computational Thinking to 8-Year-Olds through ScratchJr

Abstract

This synopsis presents the preliminary results of a larger study that aims to uncover design principles for teaching computational thinking to primary school children. This research focuses on teaching computational thinking to 8-year-olds through ScratchJr. By engaging in a cyclic process in which we create lesson materials and use evaluation data to improve them, we formulate design principles and provide teachers with sample course materials.