Computational Thinking, Science-Technology-Engineering-Mathematics (STEM) Education, and Teaching Practices: A Systematic Literature Review

Abstract

The advancement of new technologies in the educational field has revolutionized the conception of teaching today. In this context, computational thinking has emerged as an essential competence that transcends the realm of computer science. Its incorporation into STEM education (Science, Technology, Engineering, and Mathematics) has become a fundamental pillar for developing analytical skills, problem-solving, and crucial aptitudes demanded in the digital age. This article conducts a systematic literature review to recognize the relationships woven between computational thinking in STEM education and teaching practices. The study is based on the interpretative paradigm and the qualitative exploratory level approach. From the field of hermeneutic methods, discourse analysis was selected as the design. The sources of information corresponded to 50 academic documents tracked in the main databases through keywords in the period between 2014 and 2023. The information collection technique used was documentary analysis with an Analytical Research Summary Matrix (RAI) as an instrument. The results show that computational thinking has been widely integrated into educational practices, highlighting its importance in teaching critical skills and problem-solving. The trends indicate a growing interest and adoption of innovative pedagogical strategies that incorporate computational thinking, especially in the areas of programming and gamification. However, divergences are identified regarding the effectiveness of these practices in different educational contexts and the need for specific curricular adaptations. It is concluded that despite contextual variations, the integration of computational thinking in STEM education promotes key competencies for the 21st century.