Thinking processes in code.org: A relational analysis approach to computational thinking

Background and Context: Various coding initiatives and materials exist such as those on Code.org site to promote students’ computational thinking (CT). However, little is known as to (a) whether such materials, in fact, promote CT and (b) how CT skills are related to each other. Objective: As a preliminary step to identify CT skills addressed in the current initiatives and how they are related to each other as they appear in the instructional content, the present study examined 3rd grade lesson plans on Code.org. Methods: We used content analysis to examine the CT skills exemplified in the lesson plans and employed social network analysis to study relations between the skills. Findings: Various CT skills were addressed in the lesson plans and some of them were supported together more often than others. Further, the lesson plans promoted the development of students’ soft skills such as reflection, collaboration, and resilience, as well as technology-related skills. Implications: The implications included (1) the design of lessons regarding what strategies to use for promoting CT, (2) the emphasis of CT as a problem-solving process through programming tasks, and (3) the underscored need for teaching understanding problems.