Computational literacy in science education : A systematic review

Thumbnail Image
Date
2022
Editors
Contact
Journal ISSN
Electronic ISSN
ISBN
Bibliographical data
Publisher
Series
DOI (citable link)
ArXiv-ID
International patent number
Link to the license
EU project number
Project
Open Access publication
Collections
Restricted until
Title in another language
Research Projects
Organizational Units
Journal Issue
Publication type
Journal article
Publication status
Published
Published in
Frontiers in Education ; 7 (2022). - 937048. - Frontiers Media. - eISSN 2504-284X
Abstract
Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre- service) science teachers and anchored in the curriculum. This is particularly important because many scientific professions or research can no longer be done without basic computer knowledge and computational literacy. The central approach to educating future teachers is the university course of study. This paper aims to systematically provide an insight into which scientifically relevant publications address this issue. The essential criterion in this review is the restriction on science education or more general science, technology, engineering, and mathematics (STEM) education in schools or universities. Equally important is the specification that computational literacy (informatics competencies, information literacy, computer literacy, or computational thinking) are purposefully taught or trained. Only publications in the Web of Science database were included for quality assurance. This paper investigates to what extent scientifically valid research or knowledge is available at this junction, i.e., computational literacy in science education. Thereby, we distinguish between different approaches, such as effect studies on individual aspects, isolated practical contributions with a pronounced trial-and-error character, or systematic or model-based considerations in quantitative and qualitative studies. The results show common aspects, prominent trends, and promising approaches. However, possibly existing (subject-) didactic concerns should be considered in more detail and the dual perspective role of the students as future teachers. In addition to learning basic computer skills, the ability to teach them is also essential so that the scientific education of the students can benefit from them to the required extent.
Summary in another language
Subject (DDC)
540 Chemistry
Keywords
computational literacy, science education, data literacy, information literacy, review, STEM education, informatics competencies
Conference
Review
undefined / . - undefined, undefined. - (undefined; undefined)
Cite This
ISO 690BRAUN, Daniel, Johannes HUWER, 2022. Computational literacy in science education : A systematic review. In: Frontiers in Education. Frontiers Media. 7, 937048. eISSN 2504-284X. Available under: doi: 10.3389/feduc.2022.937048
BibTex
@article{Braun2022Compu-58616,
  year={2022},
  doi={10.3389/feduc.2022.937048},
  title={Computational literacy in science education : A systematic review},
  volume={7},
  journal={Frontiers in Education},
  author={Braun, Daniel and Huwer, Johannes},
  note={Article Number: 937048}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/58616">
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-09-14T09:23:08Z</dc:date>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/>
    <dc:contributor>Braun, Daniel</dc:contributor>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dcterms:issued>2022</dcterms:issued>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/58616/1/Braun_2-52n6cb1dpmak2.pdf"/>
    <dc:language>eng</dc:language>
    <dc:creator>Braun, Daniel</dc:creator>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-09-14T09:23:08Z</dcterms:available>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/58616"/>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/58616/1/Braun_2-52n6cb1dpmak2.pdf"/>
    <dcterms:title>Computational literacy in science education : A systematic review</dcterms:title>
    <dcterms:abstract xml:lang="eng">Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre- service) science teachers and anchored in the curriculum. This is particularly important because many scientific professions or research can no longer be done without basic computer knowledge and computational literacy. The central approach to educating future teachers is the university course of study. This paper aims to systematically provide an insight into which scientifically relevant publications address this issue. The essential criterion in this review is the restriction on science education or more general science, technology, engineering, and mathematics (STEM) education in schools or universities. Equally important is the specification that computational literacy (informatics competencies, information literacy, computer literacy, or computational thinking) are purposefully taught or trained. Only publications in the Web of Science database were included for quality assurance. This paper investigates to what extent scientifically valid research or knowledge is available at this junction, i.e., computational literacy in science education. Thereby, we distinguish between different approaches, such as effect studies on individual aspects, isolated practical contributions with a pronounced trial-and-error character, or systematic or model-based considerations in quantitative and qualitative studies. The results show common aspects, prominent trends, and promising approaches. However, possibly existing (subject-) didactic concerns should be considered in more detail and the dual perspective role of the students as future teachers. In addition to learning basic computer skills, the ability to teach them is also essential so that the scientific education of the students can benefit from them to the required extent.</dcterms:abstract>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:contributor>Huwer, Johannes</dc:contributor>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/>
    <dc:creator>Huwer, Johannes</dc:creator>
  </rdf:Description>
</rdf:RDF>
Internal note
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Contact
URL of original publication
Test date of URL
Examination date of dissertation
Method of financing
Comment on publication
Alliance license
Corresponding Authors der Uni Konstanz vorhanden
International Co-Authors
Bibliography of Konstanz
Yes
Refereed
Yes