نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه تکنولوژی آموزشی دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی تهران ایران
2 گروه تکنولوژی آموزشی دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی تهران، ایران
3 گروه تکنولوژی آموزشی دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی. تهران. ایران
4 گروه رایانه دانشکده آمار، ریاضی و رایانه دانشگاه علامه طباطبائی تهران ایران
5 گروه سنجش و اندازه گیری دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Computational thinking is an interdisciplinary concept that plays a vital role in developing learners’ algorithmic problem-solving skills. Despite its importance, there is still no comprehensive understanding of computational thinking in educational contexts. The purpose of this study was to extract the content network of computational thinking components in order to provide a foundation for teachers’ professional development and to deepen their understanding of its nature.
This research is fundamental-applied in purpose and qualitative in method. The study examined articles published between 2006 and 2025, searched through databases such as Scopus, Science Direct, Springer, ERIC, ACM Digital Library, and Google Scholar. A total of 831 articles were initially identified. After applying inclusion and exclusion criteria, 216 articles were selected for detailed analysis, from which 19 definitions of computational thinking were extracted.
The data were analyzed using content analysis with the Atride-Stirling content network approach. Model validity was assessed by experts, and reliability was confirmed using the Holst method, resulting in a reliability coefficient of 0.85. The analysis led to the identification of a structured network of computational thinking components, including 65 basic themes, 8 organizing themes, 4 global themes, and one overarching theme, which were visualized with MaxQda software.
The findings emphasize that integrating computational thinking into education requires targeted professional development for teachers. This can be effectively achieved through educational workshops and collaborative efforts between computer science and educational technology experts. Such collaboration ensures that teachers gain the necessary knowledge and skills to apply computational thinking effectively in classroom settings.
کلیدواژهها [English]
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