Optimizing Science Concept Learning: The Challenge of Computational Thinking Skills Integration

Background/purpose. 21st-century skills are essential across all aspects of life in the modern era. Pre-service elementary school teachers must also develop computational thinking skills as part of the problem-solving process—one of the most critical 21st-century competencies. These skills are critical in science learning and serve as fundamental expertise for future elementary school teachers in their profession. This study aims to analyze the learning of science concepts in the Natural Resources and Energy course and to describe the implementation of computational thinking skills integration into the learning of science concepts in the same course.

Materials/methods. This research employs a survey method, utilizing observation sheets and questionnaires as instruments. The study involved 198 students from the Elementary School Teacher Education program at the Faculty of Teacher Training and Education, Universitas Sebelas Maret.

Results. Findings indicate that science concept learning in the Elementary School Teacher Education program has not yet effectively facilitated computational thinking skills. Observation data reveal that the current learning implementation provides insufficient stimulation for computational thinking skills, with an average rate below 50%, except for learning objectives exceeding 50%. Moreover, real-world case presentations are only incorporated at a rate of 35%. The integration of computational thinking skills in science concept learning remains significantly low. All key aspects of computational thinking—decomposition, pattern recognition, abstraction, and algorithm—score below 50%.

Conclusion. Current science concept learning practices in the Elementary School Teacher Education program need to be restructured to optimize the development of computational thinking skills among pre-service elementary school teachers.

Keywords: computational thinking skills, science concept learning, elementary school, learning models

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