Computational Thinking, Plug and Unplug Theory: A Review of the Literature

Abstract

The purpose of this study was to ensure that computational thinking (CT) is viewed as a critical skill necessary to adapt to the future. However, educators, especially teachers and researchers, have not made it clear how it should be taught. In this study, we conducted a meta-review of studies published in academic journals from 2018 to 2023 and divided them into application courses, adopted learning strategies, participants, teaching tools, programming, impact, creativity and course categories for CT education. The review results depicting that the promotion of CT in education has made great strides over the past decade. In addition to the increasing number of CT courses in each country, the subjects, research topics and materials have also become more diverse in recent years. It was also noted that CT applies primarily to program design and computer science activities, with some research being related to other subjects. On the other hand, most studies employ project-based learning, problem-based learning, collaborative learning, and game-based learning for CT activities. This means that activities such as aesthetic experiences, design-based learning, and storytelling are employed relatively infrequently. In addition, students' cognitive abilities vary by age, so CT skill development methods and content standards should vary accordingly. Furthermore, most studies reported on CT performance and prospects of learners, but little training of learners' information social skills. Research trends and potential research topics in CT are therefore suggested as a reference for researchers, educators, and policy makers.