A systematic review of learning computational thinking through Scratch in K-9

55 empirical studies

K-9 students learning Scratch.

A narrative systematic review organised by the three-dimension computational-thinking framework of concepts, practices and perspectives. No control groups, no effect sizes, no synthesis of causal designs. Read at abstract depth.

Documents that K-9 students do acquire computational concepts through Scratch — sequences, loops, events, conditionals — and practices such as abstracting, modularising and debugging. This is a DOMAIN-SKILL review, not a transfer review, and it is important precisely for that reason: the well-evidenced part of the Scratch literature is that children learn Scratch. It is routinely cited in policy documents as though it evidenced cognitive transfer; it does not address transfer at all.

Not applicable — no controlled comparisons.

A narrative review; nothing to replicate.