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ERIC Number: EJ1438812
Record Type: Journal
Publication Date: 2024
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2196-7822
The Transfer Effect of Computational Thinking (CT)-STEM: A Systematic Literature Review and Meta-Analysis
Zuokun Li; Pey Tee Oon
International Journal of STEM Education, v11 Article 44 2024
Background: Integrating computational thinking (CT) into STEM education has recently drawn significant attention, strengthened by the premise that CT and STEM are mutually reinforcing. Previous CT-STEM studies have examined theoretical interpretations, instructional strategies, and assessment targets. However, few have endeavored to delineate the transfer effects of CT-STEM on the development of cognitive and noncognitive benefits. Given this research gap, we conducted a systematic literature review and meta-analysis to provide deeper insights. Results: We analyzed results from 37 studies involving 7,832 students with 96 effect sizes. Our key findings include: (i) identification of 36 benefits; (ii) a moderate overall transfer effect, with moderate effects also observed for both near and far transfers; (iii) a stronger effect on cognitive benefits compared to noncognitive benefits, regardless of the transfer type; (iv) significant moderation by educational level, sample size, instructional strategies, and intervention duration on overall and near-transfer effects, with only educational level and sample size being significant moderators for far-transfer effects. Conclusions: This study analyzes the cognitive and noncognitive benefits arising from CT-STEM's transfer effects, providing new insights to foster more effective STEM classroom teaching.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A