Abstract
Our article focuses on the impact of programming on the development of spatial skills among early elementary school students. Our study is based on an experimental plan that evaluates the effect of two modes of use of the Scratch Jr application: a mode with tangible material to prepare the coding and a mode without this tangible material. Our dependent variables concern the understanding, expression and production of spatial prepositions. Our results tend to show that students make significant progress in both conditions in terms of comprehension and expression. In terms of production, we observe that programming cards allow students to make more progress in this learning than students who do not have them.
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