Computational thinking (CT) has increasingly been recognised as a fundamental competency in 21st-century education. In response to the growing significance of CT, with this study we aimed to systematically review the development of research on CT in science education by employing bibliometric analysis to examine 337 research papers using VOSviewer and Bibliometrix as analytical tools. The focus was on the topic of CT within the Scopus database from 2013 to 2022. The descriptive data analysis showed a noticeable increase in the significance of CT as a research area within science education in the past 10 years. Co-occurrence knowledge maps revealed 4 principal research themes and their development trajectories. Content analysis indicated that problem-solving and the CT domain were the most examined variables in the articles. We found that technology applications were the most preferred types of learning as academic achievement is highly influenced by CT practices.

https://doi.org/10.15700/saje.v45ns2a2607

ORCiD iDs of authors:
Wenny Pinta Litna Tarigan – https://orcid.org/0000-0003-0719-2327
Paidi - https://orcid.org/0000-0001-9241-9455
Antuni Wiyarsi - https://orcid.org/0000-0001-5573-9345
Suhartini - https://orcid.org/0009-0009-7824-0024