A Content Analysis of Computational Thinking Research: An International Publication Trends and Research Typology
This paper aims to provide a comprehensive analysis of publication patterns on computational thinking (CT) over two recent periods (period I: 2006–2012; period II: 2013–2018). Based on keyword analysis, a total of 3798 (period I) and 7175 (period II) keywords were found. Derived from the content ana...
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01.02.2020
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| Abstract | This paper aims to provide a comprehensive analysis of publication patterns on computational thinking (CT) over two recent periods (period I: 2006–2012; period II: 2013–2018). Based on keyword analysis, a total of 3798 (period I) and 7175 (period II) keywords were found. Derived from the content analysis, a research typology of two-period keywords was consolidated and framed according to its attributes, including background settings, domain-specific factors, and learning outcomes. Main findings show as follows: (1) Regarding the research background, students from secondary and higher education are the main participants; and computer science, mathematics, and engineering are the major subjects. (2) As the domain-specific factors, game and peer collaboration were found to be the main pedagogies, while web-based and face-to-face learning environments were almost equally referred to in CT research settings. However, compared with traditional command-based tools, Scratch, Lego, and Python were identified as the emerging visual-based programming languages. (3) Finally, the keywords related to learning outcomes were classified based on the Bloom’s framework of three learning domains. First, knowledge and mental understanding are the main goals in the cognitive domain; motivation and attitude are the main tasks in the affective domain; and social and communication skills are the central outcomes in the training of psychomotor ability. Further discussions and research directions are provided. |
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| AbstractList | This paper aims to provide a comprehensive analysis of publication patterns on computational thinking (CT) over two recent periods (period I: 2006-2012; period II: 2013-2018). Based on keyword analysis, a total of 3798 (period I) and 7175 (period II) keywords were found. Derived from the content analysis, a research typology of two-period keywords was consolidated and framed according to its attributes, including background settings, domain-specific factors, and learning outcomes. Main findings show as follows: (1) Regarding the research background, students from secondary and higher education are the main participants; and computer science, mathematics, and engineering are the major subjects. (2) As the domain-specific factors, game and peer collaboration were found to be the main pedagogies, while web-based and face-to-face learning environments were almost equally referred to in CT research settings. However, compared with traditional command-based tools, Scratch, Lego, and Python were identified as the emerging visual-based programming languages. (3) Finally, the keywords related to learning outcomes were classified based on the Bloom's framework of three learning domains. First, knowledge and mental understanding are the main goals in the cognitive domain; motivation and attitude are the main tasks in the affective domain; and social and communication skills are the central outcomes in the training of psychomotor ability. Further discussions and research directions are provided. |
| Author | Chou, Te-Lien Tsai, Chin-Chung Tang, Kai-Yu |
| Author_xml | – sequence: 1 givenname: Kai-Yu orcidid: 0000-0002-3965-3055 surname: Tang fullname: Tang, Kai-Yu email: ky.nctu@gmail.com organization: Department of International Business, Ming Chuan University – sequence: 2 givenname: Te-Lien orcidid: 0000-0001-7573-527X surname: Chou fullname: Chou, Te-Lien organization: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Department of Library and Information Science, School of Continuing Education, Fu-Jen Catholic University – sequence: 3 givenname: Chin-Chung orcidid: 0000-0001-7744-9971 surname: Tsai fullname: Tsai, Chin-Chung organization: Program of Learning Sciences, National Taiwan Normal University, Institute for Research Excellent in Learning Sciences, National Taiwan Normal University |
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| Cites_doi | 10.1007/s10639-015-9412-6 10.3102/0013189X12463051 10.1177/0735633117706109 10.1111/j.1365-2923.2007.02861.x 10.14742/ajet.1081 10.14742/ajet.805 10.1002/smj.659 10.1371/journal.pone.0170293 10.14742/ajet.3521 10.1016/j.edurev.2017.09.003 10.1016/j.compedu.2018.04.001 10.4018/ijgbl.2011040105 10.1098/rsta.2008.0118 10.1080/10941665.2015.1085885 10.1186/1472-6920-14-93 10.17083/ijsg.v5i2.248 10.1080/00461520.2013.838920 10.1016/j.chb.2014.09.012 10.1145/1592761.1592779 10.3102/0034654317710096 10.1097/ACM.0b013e318149e29c 10.1007/s10956-015-9581-5 10.1007/s11192-015-1749-5 10.1145/1118178.1118215 10.1016/j.compedu.2011.08.006 10.1016/j.compedu.2008.06.004 10.1080/09500693.2018.1550274 |
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| SubjectTerms | Classification Communication Skills Computation Content analysis Education Educational Policy and Politics Educational Research In Person Learning International and Comparative Education Keywords Learning and Instruction Problem Solving Programming Languages Regular Article Sociology of Education Thinking Skills |
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