Computational Thinking in K–12

TLDR

Computational thinking, introduced by Jeannette Wing six years ago, has become a central competency for STEM education, prompting widespread discussion among educators, researchers, and policymakers. This article surveys recent academic literature on computational thinking in K–12, identifies research gaps, and proposes future research priorities. The authors conduct a literature review of studies that cite Wing’s article, analyzing how her definition has been interpreted and applied.

Abstract

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.