RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4376210.22363/2313-1683-2024-21-3-858-886HBHWQQPERSONALITY IN THE DIGITAL AGE: OPPORTUNITIES AND CHALLENGESЛИЧНОСТЬ В ЦИФРОВУЮ ЭПОХУ: ВОЗМОЖНОСТИ И РИСКИResearch ArticleCoding Lessons and the Development of Computational Thinking in Schoolchildren in the Post-Pandemic Educational Landscape: A Review on Research Challenges and PerspectivesУроки программирования и развития вычислительного мышления школьников в пост-пандемическом образовательном ландшафте: аналитический обзор вызовов и перспектив исследованийhttps://orcid.org/0009-0000-4302-4406NikiforovaKristina A.НикифороваКристина Андреевна

Postgraduate Student, Junior Researcher, Scientific Center for Cognitive Research

аспирант, младший научный сотрудник, Научный центр когнитивных исследований

kkrisinger1990@gmail.comSirius University of Science and TechnologyНаучно-технологический университет «Сириус»0304202521385888609042025Copyright ©; 2024, Nikiforova K.A.Copyright ©; 2024, Никифорова К.А.2024Nikiforova K.A.Никифорова К.А.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/43762

Despite the rapid growth of technology and the constant demand for IT specialists, the cognitive processes underlying computational thinking and the brain’s ability to understand code remain poorly understood, especially in younger children. Following the Covid-19 pandemic, many countries have included coding lessons into their curricula. Coding is closely linked to complex cognitive skills in STEM (science, technology, engineering, and mathematics), such as computational and algorithmic thinking. However, confusion persists regarding the relationship between these forms of thinking and other cognitive skills. This review has two objectives: first, to investigate the methodologies used by cognitive scientists in studying the transfer effects of coding lessons on children’s computational thinking skills; and, second, to examine contemporary research related to coding lessons and computational thinking. Our findings indicate that many teachers lack adequate training in coding and digital literacy, resulting in low competence and confidence in teaching these subjects. In addition, the absence of universal teaching platforms and methods complicates the implementation of coding lessons in primary schools. Finally, there is also a general shortage of longitudinal studies (over six months) focusing on the cognitive skills developed through coding lessons. Addressing these issues is essential for improving educational practices in coding and computational thinking.

Несмотря на быстрый рост технологий и постоянный спрос на IT-специалистов, когнитивные процессы, лежащие в основе вычислительного мышления и способности мозга понимать коды, остаются плохо изученными, особенно у детей младшего возраста. После пандемии Covid-19 школы многих стран включили уроки программирования в свои учебные планы. Программирование тесно связано со сложными когнитивными навыками в области STEM (наука, технологии, инженерия и математика), такими как вычислительное и алгоритмическое мышление. Однако в литературе существует путаница в отношении взаимосвязи между этими формами мышления и другими когнитивными навыками. Цели обзора: проанализировать методологии, используемые когнитивными учеными для изучения эффектов переноса навыков, полученных на уроках программирования, на развитие навыков вычислительного мышления у детей; рассмотреть современные исследования, направленные на изучение проблемы связи занятий программированием и развитием вычислительного мышления. Наши результаты показали, что многим учителям не хватает адекватной подготовки в области программирования и цифровой грамотности, что приводит к низкой компетентности и неуверенности в преподавании этих предметов. Кроме того, отсутствие универсальных платформ и методов обучения усложняет внедрение уроков программирования в начальных школах. Существует также нехватка лонгитюдных исследований (более шести месяцев), которые изучают когнитивные навыки, развиваемые в ходе уроков программирования. Решение этих проблем важно для улучшения образовательных практик.

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