The Big Why of Implementing Computational Thinking In STEM Education: A Systematic Literature Review

Abstract

Computational Thinking (CT) has been increasingly embraced as a reformation in STEM education. This paper discusses why the implementation of CT would have a considerable effect on STEM education. The first objective of this systematic literature review is to identify the subjects that incorporate the most elements of CT in STEM education. Secondly, it aims to provide an overview of CT practices in the classrooms. Finally, the major findings of this study seek to discuss the benefits and challenges of the use of CT in STEM education. Fifteen articles were methodically selected from Scopus, Web of Science, Dimensions, and Google Scholar databases as the relevant studies to be discussed in this systematic study, based on the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review technique. This review identifies current research gaps and directions for the practice and implementation of CT in STEM education. Further analysis of the articles has contributed to a conclusion that CT has become more widespread and multi-disciplinary and seems to have propagated improvements in STEM education. Still, a new study is required, especially on long-term implications.

First experiences of integrating computational thinking into a blended learning in‐service training program for STEM teachers

“…As CT has this relation with CS many studies still use programming activities to foster CT [51,52]. Nonetheless, CT is of transdisciplinary nature (although it "looks different in different disciplines" [13]) and can be integrated into all school subjects [19,60].…”

“…According to Weintrop [57], especially mathematics and science classrooms are seen as meaningful contexts in which CT concepts can be incorporated. So far, only a few studies have addressed in-service teacher training programs that deal with the integration of CT into STEM (Science, Technology, Engineering, and Mathematics) lessons although there is a high need for practice in this field and a large audience could be reached [20,50,52]. Our study aimed to fill this gap.…”

Design, Development, and Evaluation of the Robobug Board Game: An Unplugged Approach to Computational Thinking

“…In 2017, Malaysia's Ministry of Education (MOE) announced the inclusion of CT skills in the Standard Based Curriculum for Primary Schools [24]. According to Wahab et al [41], the MOE has partnered with the Malaysian Digital Economy Commission (MDEC) to train teachers on how to interpret and incorporate CT into their lessons. MOE undertook these efforts to enable a smooth transition to CT in schools [41], following scholars' emphasis on the significance of educators' perspectives, attitudes, and technical competencies in incorporating CT abilities into curricula [31] [32].…”

“…According to Wahab et al [41], the MOE has partnered with the Malaysian Digital Economy Commission (MDEC) to train teachers on how to interpret and incorporate CT into their lessons. MOE undertook these efforts to enable a smooth transition to CT in schools [41], following scholars' emphasis on the significance of educators' perspectives, attitudes, and technical competencies in incorporating CT abilities into curricula [31] [32]. Additionally, research indicates that teachers are unable to implement CT activities in their daily classroom practices due to a lack of expertise, self-confidence, resources, official support, and training [30] [31][32] [40].…”

“…Computational thinking (CT) is a phrase coined by Jeannette Wing in 2006 [3] to describe successful communication along these lines [33]. CT literacy, as defined by IR 4.0 [22][36] [41], is viewed as critical for students' preparation for personal and professional survival in the future. Since then, numerous educators and scholars have emphasized the critical significance of incorporating computational thinking as an essential 21st-century literacy at all educational levels [17][28] [35] [39].…”