Coding Activity Implementations for K-12 Level Teachers

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Author(s): Ayşin Gaye Üstün (Sinop University, Turkey)and Memnüne Kokoç (Karadeniz Technical University, Turkey)
Copyright: 2025
Pages: 26
Source title: Effective Computer Science Education in K-12 Classrooms
Source Author(s)/Editor(s): Serhat Bahadır Kert (Yıldız Teknik Üniversitesi, Turkey)
DOI: 10.4018/979-8-3693-4542-9.ch001

Keywords: Education / Information Science Reference / K-12 Education / STEM Education

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Abstract

Coding and robotics activities are vital for developing K-12 students' 21st-century skills, including problem-solving, algorithmic, logical, mathematical, critical, and computational thinking. Teachers play a key role by providing the right tools, designing level-appropriate activities, monitoring progress, offering immediate feedback, and adjusting teaching strategies as needed. This section outlines theoretical frameworks supporting these activities, fostering cognitive and social development. Vygotsky's Social Learning Theory aids skill acquisition through interaction, Piaget's Cognitive Development Theory ensures suitable activities, Bruner's Constructivist Learning Theory supports meaningful knowledge construction, Havighurst's Activity Theory helps complete developmental tasks, and the TPACK Model integrates technology with teaching strategies. These frameworks provide a structured approach to instructional design, promoting student-centered and interactive learning in coding and robotics education.

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