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Over the last few years, the integration of coding activities for children in K-12 education has flourished. In addition, novel technological tools and programming environments have offered new opportunities and increased the need to design effective learning experiences. This paper presents a design-based research (DBR) approach conducted over two years, based on constructionism-based coding experiences for children, following the four stages of DBR. Three iterations (cycles) were designed anddoi:10.1016/j.chb.2019.01.008 fatcat:tcuopfzidrfnvpp7tqja4angsu