Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms
Abstract Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-10-01
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| Series: | International Journal of STEM Education |
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| Online Access: | https://doi.org/10.1186/s40594-024-00510-6 |
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| author | Zhichun Liu Zarina Gearty Eleanor Richard Chandra Hawley Orrill Shakhnoza Kayumova Ramprasad Balasubramanian |
| author_facet | Zhichun Liu Zarina Gearty Eleanor Richard Chandra Hawley Orrill Shakhnoza Kayumova Ramprasad Balasubramanian |
| author_sort | Zhichun Liu |
| collection | DOAJ |
| description | Abstract Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional development (PD). The findings depict the landscape of what has been done in terms of how PDs have been designed, how CT has been conceptualized, how learning outcomes have been assessed, and how teachers have been supported in integrating CT into their teaching practices. We have further summarized the lessons learned from the PDs and discussed the gaps as the field moves forward. These findings shed light on supporting teachers as the first step to creating an effective model for CT learning and development in K-12 education. |
| format | Article |
| id | doaj-art-e94f71facfa44ceda6e65ee6ba932b94 |
| institution | Kabale University |
| issn | 2196-7822 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of STEM Education |
| spelling | doaj-art-e94f71facfa44ceda6e65ee6ba932b942025-08-20T03:45:35ZengSpringerOpenInternational Journal of STEM Education2196-78222024-10-0111111810.1186/s40594-024-00510-6Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classroomsZhichun Liu0Zarina Gearty1Eleanor Richard2Chandra Hawley Orrill3Shakhnoza Kayumova4Ramprasad Balasubramanian5Faculty of Education, The University of Hong KongKaput Center for Research and Innovation in STEM Education, University of Massachusetts DartmouthKaput Center for Research and Innovation in STEM Education, University of Massachusetts DartmouthRethink Learning LabsKaput Center for Research and Innovation in STEM Education, University of Massachusetts DartmouthKaput Center for Research and Innovation in STEM Education, University of Massachusetts DartmouthAbstract Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional development (PD). The findings depict the landscape of what has been done in terms of how PDs have been designed, how CT has been conceptualized, how learning outcomes have been assessed, and how teachers have been supported in integrating CT into their teaching practices. We have further summarized the lessons learned from the PDs and discussed the gaps as the field moves forward. These findings shed light on supporting teachers as the first step to creating an effective model for CT learning and development in K-12 education.https://doi.org/10.1186/s40594-024-00510-6Computational thinkingTeacher professional learningK-12Systematic review |
| spellingShingle | Zhichun Liu Zarina Gearty Eleanor Richard Chandra Hawley Orrill Shakhnoza Kayumova Ramprasad Balasubramanian Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms International Journal of STEM Education Computational thinking Teacher professional learning K-12 Systematic review |
| title | Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms |
| title_full | Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms |
| title_fullStr | Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms |
| title_full_unstemmed | Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms |
| title_short | Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms |
| title_sort | bringing computational thinking into classrooms a systematic review on supporting teachers in integrating computational thinking into k 12 classrooms |
| topic | Computational thinking Teacher professional learning K-12 Systematic review |
| url | https://doi.org/10.1186/s40594-024-00510-6 |
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