A systematic review of computational thinking in science classrooms

Ayodele Abosede Ogegbo, Umesh Ramnarain

Research output: Contribution to journalReview articlepeer-review

23 Citations (Scopus)

Abstract

Computational thinking (CT) has been described as an essential skill that should be learned by everyone and can, therefore, be included in their skill set. Computational thinking uses essential principles in computer science for solving problems, understanding complex systems, and human behaviour. This way of thinking has significant consequences for teaching and learning science subjects at elementary and high school levels. In this review, we analyse and discuss the results from 23 studies and highlight the methodology, different strategies, and assessment practices used to promote the integration of computational thinking within science classrooms. We also give an overview of how computational thinking is being taught in science classrooms and describe tools available for teaching computational thinking in science instruction. Findings showed the value of using modelling-based pedagogy in incorporating key computational thinking skills within science instruction and suggests that educators should deploy effective technology tools to enhance the deductive and inductive teaching of science concepts using computational thinking framework.

Original languageEnglish
Pages (from-to)203-230
Number of pages28
JournalStudies in Science Education
Volume58
Issue number2
DOIs
Publication statusPublished - 2022

Keywords

  • Computational thinking
  • schools
  • science classrooms
  • stem education
  • systematic literature review

ASJC Scopus subject areas

  • Education

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