Abstract
Backgroundand Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners. ObjectiveThis study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders. MethodA cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking. FindingsThe results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking. ImplicationsResults caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.
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