From Algorithms to Understanding: The Role of Computational Thinking in Physics Education
Keywords:
bibliometric analysis, computational thinking, physics education, SLRAbstract
This study investigates the integration of Computational Thinking (CT) in physics education over the past two decades (2003–2024) using a Systematic Literature Review (SLR) and bibliometric analysis. A total of 42 peer-reviewed articles from Scopus and PubMed databases were analyzed to identify trends, thematic developments, and geographic contributions. The findings reveal a significant growth in CT-related research after 2015, driven by global STEM education initiatives and advancements in digital tools. Notable contributions emerged from North America, Europe, and Asia, with three primary research themes: CT-based instructional methods and their impact on student outcomes, the role of computational tools and simulations in enhancing conceptual understanding, and frameworks for assessing CT competencies in physics curricula. While the findings highlight the transformative potential of CT in fostering problem-solving skills and bridging theoretical and practical learning, critical research gaps remain. These include the absence of standardized assessment methods, limited studies in underrepresented regions, and insufficient exploration of implementation strategies and teacher training. Addressing these gaps is essential to ensure equitable and effective CT integration across diverse educational contexts. This study underscores the interdisciplinary value of CT in preparing students for technology-driven challenges and provides actionable insights for researchers, educators, and policymakers to advance its application in physics education. By bridging theory and practice, CT can play a pivotal role in shaping future-ready learners equipped with critical, analytical, and computational skills.
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