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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-351376
DOI: 10.25656/01:35137; 10.26529/cepsj.2125
URN: urn:nbn:de:0111-pedocs-351376
DOI: 10.25656/01:35137; 10.26529/cepsj.2125
| Original Title |
Culturally responsive unplugged integration of computational thinking skills in language/literature and arts lessons. A case study in Greece |
|---|---|
| Parallel title | Kulturno odzivno vključevanje veščin računalniškega mišljenja v pouk jezika, književnosti in umetnosti s pristopom računalništva brez računalnika: študija primera v Grčiji |
| Authors |
Prantsoudi, Stavroula  ;
Fesakis, Georgios ;
Özçınar, Hüseyin  |
| Source | CEPS Journal 15 (2025) 4, S. 173-198  |
| Document | full text (1.739 KB) |
| License of the document |
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| Keywords (German) | Algorithmisches Denken; Interdisziplinarität; Kultur; Integration; Sprachunterricht; Literaturunterricht; Kunstunterricht; Methode; Schule; Unterricht; Unterrichtsplanung; Primarbereich; Lehrerbildung; Empirische Untersuchung; Griechenland |
| sub-discipline | Empirical Educational Research Teaching Didactics/General Educational Topics |
| Document type | Article (journal) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Language | English |
| Year of creation | 2025 |
| review status | Peer-Reviewed |
| Abstract (English): | Computational thinking skills are recognised as essential competencies for future citizens in an increasingly digital society, and such skills can be cultivated from the early stages of schooling through various pedagogical approaches. This article focuses on a culturally responsive, unplugged approach to teaching computational thinking skills, integrated within language/literature and arts lessons in primary education. The study examines the implementation of specially designed lesson plans for this purpose across multiple grade levels in Greek primary schools. It presents the methodology followed during the implementation of the lesson plans, emphasising the specific objectives related to linking computational thinking concepts with language/literature and arts curricula. Data drawn from the implementation process - including evidence of classroom practices and feedback collected from seven primary school teachers through questionnaires, focus group discussions and reflective journals – were analysed to address the research questions. The findings highlight effective elements of the educational design methodology, offer recommendations for teacher professional development, and underscore the potential of integrated, culturally responsive instruction in fostering computational thinking skills through unplugged activities in language/literature and arts education at the primary level. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2025 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 28.04.2026 |
| Citation | Prantsoudi, Stavroula; Fesakis, Georgios; Özçınar, Hüseyin: Culturally responsive unplugged integration of computational thinking skills in language/literature and arts lessons. A case study in Greece - In: CEPS Journal 15 (2025) 4, S. 173-198 - URN: urn:nbn:de:0111-pedocs-351376 - DOI: 10.25656/01:35137; 10.26529/cepsj.2125 |
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