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<p>This study aims to identify the characteristics of implementation and integration strategies of computational thinking (CT) and scientific approaches in programming education, viewed from the lens of educational levels, subject Matter, and research focus. The method employed is a systematic literature review following the PRISMA framework. A total of 225 documents from the SCOPUS database (published between 2020 and 2025) were analyzed, with 15 articles meeting the inclusion criteria. The results reveal that integration is most frequently implemented in higher education, with the use of project-based learning and inquiry-based learning models. The Brennan and Resnick CT framework appears to be that most commonly adopted. However, inconsistencies were found in the mapping of CT aspects, such as abstraction and decomposition, onto the phases of scientific learning. The review concludes that there is a need for the development of a systematic pedagogical framework to coherently integrate CT within scientific approaches. The primary contribution of the study lies in its provision of comprehensive mapping of CT-scientific integration practices in programming education, and the outlining of research gaps and future research directions for designing a coherent and applicable learning model.</p>

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Strategies for integrating computational thinking and scientific approaches in programming education: a systematic literature review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月29日

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  • Rosihan Ari Yuana,
  • Sajidan Sajidan,
  • Wiranto Wiranto,
  • Muhammad Nizam

摘要

This study aims to identify the characteristics of implementation and integration strategies of computational thinking (CT) and scientific approaches in programming education, viewed from the lens of educational levels, subject Matter, and research focus. The method employed is a systematic literature review following the PRISMA framework. A total of 225 documents from the SCOPUS database (published between 2020 and 2025) were analyzed, with 15 articles meeting the inclusion criteria. The results reveal that integration is most frequently implemented in higher education, with the use of project-based learning and inquiry-based learning models. The Brennan and Resnick CT framework appears to be that most commonly adopted. However, inconsistencies were found in the mapping of CT aspects, such as abstraction and decomposition, onto the phases of scientific learning. The review concludes that there is a need for the development of a systematic pedagogical framework to coherently integrate CT within scientific approaches. The primary contribution of the study lies in its provision of comprehensive mapping of CT-scientific integration practices in programming education, and the outlining of research gaps and future research directions for designing a coherent and applicable learning model.