Effects of science education on computational thinking: A meta-analysis
European Journal of Science and Mathematics Education, cilt.14, sa.4, ss.525-546, 2026 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.30935/scimath/18904
- Dergi Adı: European Journal of Science and Mathematics Education
- Derginin Tarandığı İndeksler: Scopus, Education Abstracts, ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.525-546
- Anahtar Kelimeler: computational thinking, meta-analysis, science education
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
This meta-analysis provides a comprehensive overview of the findings of studies in science education conducted between 2006 and 2021 (April) to improve computational thinking. The research process began with a literature review and the establishment of eligibility criteria. Following this, a coding form was developed to ensure the reliability of the coding, a pilot coding process was conducted, and the coding form and coding guide were finalized. This process concluded with data analysis, evaluation of findings, and reporting (investigator coding and parallel coding). The overall mean effect size (d = 0.714) for the 32 primary studies that met the inclusion criteria resulted in a moderate effect. Additionally, many moderator variables were determined (publication type, language, country, the status of the pilot study, year of publication, method, design, model, sampling method of the study group, the demographic structure of the study group, school type of study group, application research area, duration of application, the person performing the application, using the computer, coding, robotics, algorithm and flipped classroom method in the application, type of measurement tool, and the person who developed the measurement tools). Finally, an in-depth discussion of how these variables identified as moderators relate to their effectiveness was included.