A systematic review of computational thinking in science classrooms

• Published in: Studies in science education Vol. 58; no. 2; pp. 203 - 230
• Main Authors: Ogegbo, Ayodele Abosede, Ramnarain, Umesh
• Format: Journal Article
• Language: English
• Published: Leeds Routledge 03.07.2022; Taylor & Francis Ltd
• Subjects: Classrooms; Computation; Computational thinking; Elementary School Students; High School Students; Literature Reviews; Middle School Students; Problem solving; schools; science classrooms; Science Education; Science Instruction; stem education; Student Evaluation; systematic literature review; Systematic review; Teaching Methods; Technology Uses in Education; Thinking Skills
• ISSN: 0305-7267; 1940-8412
• DOI: 10.1080/03057267.2021.1963580

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.