Bridging computational thinking research and practice of pre-service and in-service teachers

Abstract

This study investigates the integration of Computational Thinking (CT) into STEAM education, particularly focusing on Mathematics and Professional Development (PD) for educators. Through a systematic review conducted across several databases, we analyzed 40 articles on the current state of Professional Development in CT within STEAM subjects, emphasizing definitions and their integration into existing curricula. We focused on scientific papers that examined the relationship between the studied concepts (CT, Computer Science - CS, and Math), excluding those that solely focused on CT or CS. We applied a dual review protocol to ensure accuracy and reduce the risk of bias. Our findings reveal a strong emphasis (82.5%) on curriculum integration. Interestingly, pre-service and in-service teachers are disproportionately targeted, while university-level training remains limited (5%). Additionally, a growing trend highlights an interest in exploring the synergy between Computer Science and CT and underscores CT PD’s infancy within STEAM education. Furthermore, the study identifies a surprising need for increased reference (25%) to pioneering figures like Papert and Wing in the existing literature. The methodology employs keyword analysis and the Jaccard index to measure concept similarity. This study uniquely focuses on studying the reported transfer of CT knowledge and definition in the context of PD. It offers a new perspective on the reported envisioned relationship between CT and CS when preparing and delivering PD. It also identifies gaps, preferences in teacher training, and opportunities for enhancing CT integration in STEAM education. It emphasizes the need for improved Professional Development and clearer definitions to effectively integrate CT into STEAM education, particularly at the university level, and provides recommendations for both educators and policymakers.