Computational thinking and impacts on K-12 science education

Jeannette Wing's seminal computational thinking (CT) paper, published in 2006, set forth CT as not just a way of looking at computational problems, but as an alternative approach to solving everyday problems. We strongly support Wing's assertion. Accordingly, we report the results of our meta-analysis of CT curricular implementations since 2006. Our principle interest is in CT framings and implementations for K-12 audiences in disciplines other than computer science, thus fulfilling the broad appeal and utility originally prescribed by Wing. We break CT down into its constituent characteristics, and split these characteristics into two principle groups: mechanistic (inextricably tied to and limited by computer science) and humanistic (separable from and adaptable beyond computer science). We use this conceptual bifurcation as a basis for selecting and analyzing implementations of CT for subsequent reporting. We summarize our CT meta-analytical results by distributional themes including grades, disciplinary foci, equity groups, and programming paradigms. In conclusion, we make recommendations for improving K-12 CT curricular implementations. Our hope is that utilization of CT characteristics and principles will become more commonplace in public education, be utilized more continuously through primary and secondary grades, and be inventively applied across a more inclusive range of academic disciplines.