Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sabiha Yeni, Nataša Grgurina, Mara Saeli, F. Hermans, J. Tolboom, E. Barendsen
{"title":"Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review","authors":"Sabiha Yeni, Nataša Grgurina, Mara Saeli, F. Hermans, J. Tolboom, E. Barendsen","doi":"10.15388/infedu.2024.08","DOIUrl":null,"url":null,"abstract":"There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.","PeriodicalId":45270,"journal":{"name":"Informatics in Education","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Informatics in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15388/infedu.2024.08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primarily lies in evaluating attitudes towards technology or the learning context, rather than developing valid and reliable assessment instruments. These findings shed light on the current state of CT integration in K-12 education. The identified trends provide valuable insights for educators, curriculum designers, and policymakers seeking to effectively incorporate CT across various disciplines in a manner that fosters meaningful skill development with an interdisciplinary approach. By leveraging these insights, we can strive to enhance CT integration efforts, ensuring the holistic development of students' computational thinking abilities and promoting their preparedness for the increasingly interdisciplinary domains of digital world.
计算思维在K-12教育中的跨学科整合:系统回顾
在K-12课程中整合计算思维(CT)的兴趣越来越大。通过将CT与其他学科相结合,目的是让学生掌握应对特定领域挑战的基本技能。本研究系统回顾了108篇同行评议的科学论文,分析了K-12学科CT整合的情况、学习目标、CT整合水平、教学策略、使用的技术和工具、评估策略、研究设计和参与者的教育阶段。研究结果表明:(a)超过三分之二的CT整合研究主要集中在科学和数学上;(b)大多数研究在替代层面实施CT,而不是实现转型影响;(c)主动学习是一种经常提到的教学策略,以块为基础的语言和物理设备是经常使用的工具;(d)在评估方面,重点主要在于评估对技术或学习环境的态度,而不是发展有效和可靠的评估工具。这些发现揭示了K-12教育中CT整合的现状。确定的趋势为教育工作者、课程设计者和政策制定者提供了有价值的见解,他们正在寻求有效地将CT纳入各个学科,以跨学科的方式促进有意义的技能发展。通过利用这些见解,我们可以努力加强CT整合工作,确保学生计算思维能力的全面发展,并促进他们为日益跨学科的数字世界做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Informatics in Education
Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.10
自引率
3.70%
发文量
20
审稿时长
20 weeks
期刊介绍: INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信