Knowledge mapping of Computational Thinking and Science, Technology, Engineering, and Mathematics (CT+STEM)
DOI:
https://doi.org/10.33830/ijdmde.v1i1.7599Keywords:
Bibliometric, Computational Thinking, Scopus, STEMAbstract
There are significant limitations in the current study on CT+STEM addressing the gaps noted in the existing literature. The study is driven by the lack of research on underrepresented students in college STEM courses, the inclusion of CT in STEM education at the entry level, and the insufficiency of teacher training programs that concentrate on integrating computational thinking into STEM classrooms. It aims to fill the knowledge gap about how CTs' professional experience influences their attitudes and practices. The study acknowledges the necessity of empirical research to explore the balance between the widespread use of critical thinking and the distinct characteristics of scientific representations, a significant obstacle in educational planning. The research utilizes bibliometric analysis to cover the period from 1978 to 2023, showing a steady yearly growth rate of 7.22% in the CT+STEM sector. The collection consists of 241 documents from 127 scholarly sources, highlighting collaboration trends and worldwide relationships in CT+STEM research. The study highlights important publications, authors, affiliations, and highly cited papers while also recognizing potential bias and the quantitative character of the investigation. The study has important implications for education, industry, and problem-solving in the digital era. The article suggests further research to investigate qualitative aspects, methodologies, and teaching strategies to enhance the development and influence of CT+STEM in the evolving field of education and technology.
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