A BIBLIOMETRIC ANALYSIS OF COMPUTATIONAL THINKING IN SCIENCE LITERACY FOR EARLY CHILDHOOD EDUCATION

Abstract

This study explores the burgeoning field of Computational Thinking (CT) within Science Literacy for Early Childhood Education, highlighting its increasing significance in developing essential skills for the digital age. Despite the recognized importance of integrating CT in early educational curricula, there remains a substantial gap in comprehensive, empirical studies that map the evolution and impact of this integration. Employing a bibliometric analysis, this research utilized Scopus Analyzer and VOSviewer software to examine scholarly publications and delineate trends and patterns in the literature. A total of 1,027 documents were analyzed to extract data on publication trends, keyword occurrences, and international co-authorship dynamics. The analysis reveals a significant increase in research output over recent years, emphasizing the growing academic and educational interest in CT. The most frequent keywords associated include "computational thinking," "programming," and "educational technology," which are often linked with interactive and interdisciplinary teaching methods enhancing problem-solving and critical thinking skills among early learners. Additionally, the study identifies robust collaborative networks across highly contributing countries like the United States, the United Kingdom, and Taiwan, which are pivotal in advancing the research and application of CT in science literacy. The findings underscore the critical role of CT in early childhood education as a catalyst for developing future-ready skills, suggesting an ongoing need for strategic educational reforms and enhanced teacher training programs to integrate CT effectively into early childhood curricula. The study concludes that while the interest and research in CT are growing, concerted efforts are necessary to optimize its educational implementation and impact.