Computational thinking in science teaching and learning

Given the importance of inquiry in science education, various computational tools and emerging 4IR technologies have been embraced in recent years to improve how inquiry is carried out across science disciplines. However, there is growing concern about how schools can better guide students and teachers in leveraging the technological affordances of the 4IR. In response to this, the authors propose that one pertinent approach to the development and preparation of science teachers for the future of 4IR classrooms is to teach them how to think computationally. Based on a recent literature review, this chapter offers insight into how computational thinking can be used as a pedagogical approach to science teaching in a 4IR classroom.