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Multidimensional Framing of Environments beyond Blocks and Texts in K-12 Programming

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Title: Multidimensional Framing of Environments beyond Blocks and Texts in K-12 Programming
Language: English
Authors: Ndudi Okechukwu Ezeamuzie (ORCID 0000-0001-8946-5709), Mercy Noyenim Ezeamuzie
Source: Review of Educational Research. 2025 95(1):123-153.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Kindergarten, Elementary Secondary Education, Computer Science Education, Programming, Costs, Cognitive Ability, Research Reports, Decision Making, Teaching Methods, Computer Software, Learning Processes, Alignment (Education), Educational Objectives
DOI: 10.3102/00346543231216958
ISSN: 0034-6543
1935-1046
Abstract: Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K--12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental hurdle of matching programming environments with learners' cognitive abilities and learning objectives. This study addresses this challenge by analyzing 111 articles evaluating the affordances of programming environments to identify both structural and theoretical models to support educators' choice of programming environments. The following dimensions of programming environments were identified: connectivity mode, interface natural language, language inheritance, age appropriateness, cost of environment, output interface, input interface, and project types. For each of these dimensions, the synthesis of the literature ranged from examining its nature and effect on learning programming to the implications of choosing an environment and the critical gaps that future studies should address. The findings offer instructors useful parameters to compare and assess programming environments' suitability and alignment with learning objectives.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457459
Database: ERIC
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  Data: Multidimensional Framing of Environments beyond Blocks and Texts in K-12 Programming
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  Data: <searchLink fieldCode="AR" term="%22Ndudi+Okechukwu+Ezeamuzie%22">Ndudi Okechukwu Ezeamuzie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8946-5709">0000-0001-8946-5709</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mercy+Noyenim+Ezeamuzie%22">Mercy Noyenim Ezeamuzie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2025 95(1):123-153.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.3102/00346543231216958
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  Data: 0034-6543<br />1935-1046
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  Data: Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K--12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental hurdle of matching programming environments with learners' cognitive abilities and learning objectives. This study addresses this challenge by analyzing 111 articles evaluating the affordances of programming environments to identify both structural and theoretical models to support educators' choice of programming environments. The following dimensions of programming environments were identified: connectivity mode, interface natural language, language inheritance, age appropriateness, cost of environment, output interface, input interface, and project types. For each of these dimensions, the synthesis of the literature ranged from examining its nature and effect on learning programming to the implications of choosing an environment and the critical gaps that future studies should address. The findings offer instructors useful parameters to compare and assess programming environments' suitability and alignment with learning objectives.
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        Value: 10.3102/00346543231216958
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      – Text: English
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        PageCount: 31
        StartPage: 123
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Programming
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      – SubjectFull: Costs
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Computer Software
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