People, Ideas, Milestones: A Scientometric Study of Computational Thinking
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| Title: | People, Ideas, Milestones: A Scientometric Study of Computational Thinking |
|---|---|
| Language: | English |
| Authors: | Saqr, Mohamm, Ng, Kwok, Oyelere, Solomon Sunday, Tedre, Matti |
| Source: | ACM Transactions on Computing Education. Jul 2021 21(3). |
| Availability: | Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Computation, Thinking Skills, Bibliometrics, Educational Research, Literature Reviews, Programming, Self Efficacy, Student Motivation, Teacher Education |
| DOI: | 10.1145/3445984 |
| ISSN: | 1946-6226 |
| Abstract: | The momentum around computational thinking (CT) has kindled a rising wave of research initiatives and scholarly contributions seeking to capitalize on the opportunities that CT could bring. A number of literature reviews have showed a vibrant community of practitioners and a growing number of publications. However, the history and evolution of the emerging research topic, the milestone publications that have shaped its directions, and the timeline of the important developments may be better told through a quantitative, scientometric narrative. This article presents a bibliometric analysis of the drivers of the CT topic, as well as its main themes of research, international collaborations, influential authors, and seminal publications, and how authors and publications have influenced one another. The metadata of 1,874 documents were retrieved from the Scopus database using the keyword "computational thinking." The results show that CT research has been US-centric from the start, and continues to be dominated by US researchers both in volume and impact. International collaboration is relatively low, but clusters of joint research are found between, for example, a number of Nordic countries, lusophone- and hispanophone countries, and central European countries. The results show that CT features the computing's traditional tripartite disciplinary structure (design, modeling, and theory), a distinct emphasis on programming, and a strong pedagogical and educational backdrop including constructionism, self-efficacy, motivation, and teacher training. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1314302 |
| Database: | ERIC |
| Abstract: | The momentum around computational thinking (CT) has kindled a rising wave of research initiatives and scholarly contributions seeking to capitalize on the opportunities that CT could bring. A number of literature reviews have showed a vibrant community of practitioners and a growing number of publications. However, the history and evolution of the emerging research topic, the milestone publications that have shaped its directions, and the timeline of the important developments may be better told through a quantitative, scientometric narrative. This article presents a bibliometric analysis of the drivers of the CT topic, as well as its main themes of research, international collaborations, influential authors, and seminal publications, and how authors and publications have influenced one another. The metadata of 1,874 documents were retrieved from the Scopus database using the keyword "computational thinking." The results show that CT research has been US-centric from the start, and continues to be dominated by US researchers both in volume and impact. International collaboration is relatively low, but clusters of joint research are found between, for example, a number of Nordic countries, lusophone- and hispanophone countries, and central European countries. The results show that CT features the computing's traditional tripartite disciplinary structure (design, modeling, and theory), a distinct emphasis on programming, and a strong pedagogical and educational backdrop including constructionism, self-efficacy, motivation, and teacher training. |
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| ISSN: | 1946-6226 |
| DOI: | 10.1145/3445984 |
