Learning to code helps children to develop an understanding of how things work. It also contributes to the development of problem-solving skills. In this paper, we present a methodological framework with four cycles that alternate between cooperative and individual learning approaches in addition to game-based and project-based learning. The presented framework is suitable for deployment in primary schools, regardless of the digital competencies and programming skills of the teachers. The framework was evaluated focusing on the approach (collaborative or competitive) that is more suitable for the first cycle in the multi-cycle scenario for learning to code from a demographic perspective (gender and urbanization), the relevancy of Bloom's taxonomy, and the achieved learning experience. Initial results confirm that this approach encourages the students to use the proposed tools for finding the solution, raising their interest and motivation for learning to code. The teachers who participated in the pilot study were satisfied with the proposed approach, both in terms of achieved learning outcomes and the level of training needed to obtain necessary teaching competencies.

中文翻译：

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编码或不编码：在小学引入编码

学习编码有助于孩子们理解事物的运作方式。它还有助于培养解决问题的能力。在本文中，我们提出了一个方法论框架，它具有四个循环，除了基于游戏和基于项目的学习之外，还可以在合作学习和个人学习方法之间交替。无论教师的数字能力和编程技能如何，所提出的框架都适合在小学中部署。该框架的评估重点是更适合多周期场景中第一个周期的方法（协作或竞争），从人口学角度（性别和城市化）学习编码，Bloom 分类法的相关性，以及实现的学习经验。初步结果证实，这种方法鼓励学生使用建议的工具来寻找解决方案，提高他们学习编码的兴趣和动力。参与试点研究的教师对所提出的方法感到满意，无论是在取得的学习成果还是获得必要教学能力所需的培训水平方面。