A Systematic Literature Review Examining the Impacts of Integrating Computer Science in K-5 Settings

Abstract Problem: Computer Science (CS) is in its early stages of being taught to K-5 students within the United States. It still remains unknown how best to teach CS to students; however, evidence suggests that integrating CS into other subject areas may yield positive learning gains. Further, as teachers struggle to find time to add another subject, teaching integrated CS can gain them the time without sacrificing other subject areas. Research Questions: Our research question is: What does existing literature indicate as promising practices when integrating CS into other subjects? Methodology: We conducted a systematic literature review to identify articles that investigate the integration of computational thinking and/or computer science in K-5 learning environments. Findings: We found 243 articles that met our initial requirements, which then were reduced to 29 articles. We extracted the findings from these articles, including the subject areas in which CS was integrated. Our review shows that there are several noted promising practices for integrating computer science and computational thinking into K-5 learning environments, with a particularly focus on integrating CS into STEM. We also found that constructive approaches and unplugged activities can enhance learning. Implications: Based on this literature review, we identified several promising practices for creating curriculum that integrates K-5 into learning environments. These practices provide guidance for curriculum designers and those creating resources and tools for teaching K-5 students computer science.