Trends on Computational Thinking (CT) in Science Education Research (SER) (2015-2024): Bibliometrics and Content Analysis
Abstract
This study examines research methods, target groups, technologies and pedagogies, institutions and countries involved in CT research in the SER literature. Bibliometric analysis of 137 articles identified in the SCIE and SSCI Web of Science (WoS) databases. A total of 120 articles were also subjected to content analysis. 17 articles were excluded from the content analysis because the full texts were not accessible. The results indicate that the studies focused on CT itself from 2015 to 2018, whereas from 2019 to 2020, CT was linked to computer science education, science education, teaching and learning strategies, and teacher education. However, CT has become the dominant topic, accompanied by the concept of assessment. From 2021--2022, the SARS-CoV-2 pandemic led studies focusing on programming, assessment, computer science education, robots, science education and teacher education.
Keywords
References
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DOI: https://doi.org/10.17509/jsl.v9i1.91698
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