Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the       difference? Future of Learning Group Publication: MIT Media Laboratory. https://tinyurl.com/5bdufv2m                        

Araujo, A. L. S. O., Santos, J. S., Andrade, W. L., Guerrero, D. D. S., & Dagienė, V. (2017). Exploring computational thinking assessment in introductory programming courses. In 2017 IEEE frontiers in education conference (FIE) (pp. 1-9). IEEE. https://doi.org/10.1109/FIE.2017.8190652

Ardito, G., Czerkawski, B., & Scollins, L. (2020). Learning computational thinking together: Effects of gender differences in collaborative middle school robotics program. TechTrends, 64, 373-387. https://doi.org/10.1007/s11528-019-00461-8

Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Phenomenological programming: A novel approach to designing domain specific programming environments for science learning. In Proceedings of the Interaction Design and Children Conference (pp. 299-310). Association for Computing Machinery. https://doi.org/10.1145/3392063.3394428

Barnett, M. (2005). Engaging inner city students in learning through designing remote operated vehicles. Journal of Science Education and Technology, 14, 87-100. https://doi.org/10.1007/s10956-005-2736-z

Bartholomew, S. R., & Pehrson, N. (2022). SMART castles: Integrating engineering design and computational thinking. Technology and Engineering Teacher, 82(4), 8-14.

Bhattacharya, Y., & Bhattacharya, M. (2006, July). Learner as a designer of digital learning tools. In Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06) (pp. 1133-1134). IEEE. https://doi.org/10.1109/ICALT.2006.1652659

Blokhuis, D., Csizmadia, A., Millican, P., Roffey, C., Schijvers, E., & Sentence, S. (2017). UK bebras computational thinking challenge 2017 Answers. UK Bebras. https://bit.ly/3RH98uT

Blokhuis, D., Millican, P., Roffey, C., Schrijvers, E., & Sentance, S. (2015). UK bebras computational thinking challenge 2015. UK Bebras. https://bit.ly/3PSLQB1

Blokhuis, D., Millican, P., Roffey, C., Schrijvers, E., & Sentance, S. (2016). UK bebras computational thinking challenge 2016 Answers. UK Bebras. https://bit.ly/3ETFRWn

Brackmann, C. P., Román-González, M., Robles, G., Moreno-León, J., Casali, A., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. In E. Barendsen & P. Hubwieser (Eds.), Proceedings of the 12th workshop on primary and secondary computing education (pp. 65-72). https://doi.org/10.1145/3137065.3137069

Bučková, H., & Dostál, J. (2019). Teachers' attitudes towards implementing coding at schools. In 2019 IEEE 15th International Scientific Conference on Informatics (pp. 000335-000340). IEEE. https://doi.org/10.1109/Informatics47936.2019.9119333

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness (Report No. CO 80918). BSCS Science Learning. https://bscs.org/reports/the-bscs

Caeli, E. N., & Yadav, A. (2020). Unplugged approaches to computational thinking: A historical perspective. TechTrends, 64, 29-36. https://doi.org/10.1007/s11528-019-00410-5

Çavdar, O., Okumuş, S., Alyar, M., & Doymuş, K. (2017). Asitler ve bazlar konusunun anlaşılmasına farklı yöntemlerin etkisi [The effect of different teaching methods on understanding of acids and bases]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 383-408. https://tinyurl.com/pazx3y8w

Cetin-Dindar, A., & Geban, O. (2017). Conceptual understanding of acids and bases concepts and motivation to learn chemistry. The Journal of Educational Research, 110(1), 85-97. https://doi.org/10.1080/00220671.2015.1039422

Chen, C. W. C., & Osman, K. (2016). The effect of Kayeu learning outside the classroom primary science module on intrinsic motivation of indigenous learners. Journal of Baltic Science Education, 15(3), 360-370. https://doi.org/10.33225/jbse/16.15.360

Chongo, S., Osman, K., & Nayan, N. A. (2020). Level of computational thinking skills among secondary science student: Variation across gender and mathematics achievement. Science Education International, 31(2), 159-163. https://doi.org/10.33828/sei.v31.i2.4

Chongo, S., Osman, K., & Nayan, N. A. (2021). Impact of the plugged-in and unplugged chemistry computational thinking modules on achievement in chemistry. EURASIA Journal of Mathematics, Science and Technology Education, 17(4) Article em1953. https://doi.org/10.29333/ejmste/10789

Città, G., Gentile, M., Allegra, M., Arrigo, M., Conti, D., Ottaviano, S., Reale, F., & Sciortino, M. (2019). The effects of mental rotation on computational thinking. Computers & Education, 141, Article 103613. https://doi.org/10.1016/j.compedu.2019.103613

Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education, Volume II (pp. 529-556). Routledge. https://doi.org/10.4324/9780203097267-36

Curzon, P. (2014). Computational thinking: Searching to speak. CS4FN: A Computer Science for Fun/Teaching London Computing Special. https://bit.ly/3rES0LX

Da Cruz Alves, N., Gresse Von Wangenheim, C., & Hauck, J. C. R. (2019). Approaches to assess computational thinking competences based on code analysis in K-12 education: A systematic mapping study. Informatics in Education, 18(1), 17-39. https://doi.org/10.15388/infedu.2019.02

del Olmo-Muñoz, J., Cózar-Gutiérrez, R., & González-Calero, J. A. (2020). Computational thinking through unplugged activities in early years of primary education. Computers & Education, 150, Article 103832. https://doi.org/10.1016/j.compedu.2020.103832

Delal, H., & Oner, D. (2020). Developing middle school students’ computational thinking skills using unplugged computing activities. Informatics in Education, 19(1), 1-13. https://doi.org/10.15388/infedu.2020.01

Dewi, C. A., Pahriah, P., & Purmadi, A. (2021). The urgency of digital literacy for generation Z students in chemistry learning. International Journal of Emerging Technologies in Learning, 16(11), 88-103. https://doi.org/10.3991/ijet.v16i11.19871

Douglas, K. A., Moore, T. J., Johnston, A. C., & Merzdorf, H. E. (2018). Informed designers? Students' reflections on their engineering design process. International Journal of Education in Mathematics, Science and Technology, 6(4), 443-459. https://bit.ly/48NuEEp

Durak, H. Y., Yilmaz, F. G. K., & Yilmaz, R. (2019). Computational thinking, programming self-efficacy, problem solving and experiences in the programming process conducted with robotic activities. Contemporary Educational Technology, 10(2), 173-197. https://doi.org/10.30935/cet.554493

Ehsan, H., Rehmat, A. P., & Cardella, M. E. (2021). Computational thinking embedded in engineering design: Capturing computational thinking of children in an informal engineering design activity. International Journal of Technology and Design Education, 31, 441-464. https://doi.org/10.1007/s10798-020-09562-5

Fitzgerald, A., Pressick-Kilborn, K., & Mills, R. (2021). Primary teacher educators’ practices in and perspectives on inquiry-based science education: Insights into the Australian landscape. Education 3-13, 49(3), 344-356.       https://doi.org/10.1080/03004279.2020.1854962

Gillott, L., Joyce-Gibbons, A., & Hidson, E. (2020). Exploring and comparing computational thinking skills in students who take GCSE computer science and those who do not. International Journal of Computer Science Education in Schools, 3(4), 3-22. https://doi.org/10.21585/ijcses.v3i4.77

Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43. https://doi.org/10.3102/0013189X12463051

Harel, I., & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments, 1(1), 1-32. https://doi.org/10.1080/1049482900010102

Harlen, W. (Ed.). (2012). Learning through inquiry. Fibonacci Project. https://bit.ly/3LH6IIO  

Helsa, Y., Superman, Juandi, D., Turmudi, & Ghazali, M. B. (2023). A meta-analysis of the utilization of computer technology in enhancing computational thinking skills: Direction for mathematics learning. International Journal of Instruction, 16(2) 735-758. https://doi.org/10.29333/iji.2023.16239a

Herranen, J., & Aksela, M. (2019). Student-question-based inquiry in science education. Studies in Science Education, 55(1), 1-36. https://doi.org/10.1080/03057267.2019.1658059

Hill‐Cunningham, P. R., Mott, M. S., & Hunt, A.-B. (2018). Facilitating an elementary engineering design process module. School Science and Mathematics, 118(1-2), 53-60. https://doi.org/10.1111/ssm.12259

Holme, T. (2019). Systems thinking as a vehicle to introduce additional computational thinking skills in general chemistry. In J. G. Rodriguez, K. Bain, & M. H. Towns (Eds.), It’s just math: Research on students’ understanding of chemistry and mathematics (pp. 239-       250). American Chemical Society. https://doi.org/10.1021/bk-2019-1316.ch014

Hsu, T.-C., Chang, S.-C., & Hung, Y.-T. (2018). How to learn and how to teach computational thinking: Suggestions based on a review of the literature. Computers & Education, 126, 296–310. https://doi.org/10.1016/j.compedu.2018.07.004

Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018). The investigation on university students' science process skills and chemistry attitudes at the laboratory course. Asia-Pacific Forum on Science Learning and Teaching, 19(2), Article 7. https://tinyurl.com/y24xsabk

İşman, A. (2011). Instructional design in education: New model. Turkish Online Journal of Educational Technology, 10(1), 136-142. http://www.tojet.net/articles/v10i1/10114.pdf

Israel-Fishelson, R., Hershkovitz, A., Eguíluz, A., Garaizar, P., & Guenaga, M. (2021). The associations between computational thinking and creativity: The role of personal characteristics. Journal of Educational Computing Research, 58(8), 1415-1447. https://doi.org/10.1177/0735633120940954

Jackson, J. K., Forsythe, M., Parthemore, J., Rix, A., & Medeiros, D. (2021). Innovation and design. Science and Children, 58(3), 26-31. https://bit.ly/3LX7aTy

Jeng, Y.-L., Lai, C.-F., Huang, S.-B., Chiu, P.-S., & Zhong, H.-X. (2020). To cultivate creativity and a maker mindset through an internet-of-things programming course. Frontiers in Psychology, 11, Article 1572. https://doi.org/10.3389/fpsyg.2020.01572

Juntunen, M., & Aksela, M. (2013). Life-cycle analysis and inquiry-based learning in chemistry teaching. Science Education International, 24(2), 150-166. http://www.icaseonline.net/sei/june2013/p2.pdf

Kafai, Y. B., & Resnick, M. (Eds.). (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Routledge. https://doi.org/10.4324/9780203053492

Kaloti-Hallak, F., Armoni, M., & Ben-Ari, M. (2019). The effect of robotics activities on learning the engineering design process. Informatics in Education, 18(1), 105-129. https://doi.org/10.15388/infedu.2019.05

Kasan, S., Kam Fatt, L., & Yew Meng, T. (2016). Asas sains komputer [Fundamentals of computer science]. Percetakan Rina Sdn Bhd.

Kennedy, D. (2014). The role of investigations in promoting inquiry-based science education in Ireland. Science Education International, 24(3), 282-305. http://www.icaseonline.net/sei/september2013/P3.pdf

King, D. (2012). New perspectives on context-based chemistry education: Using a dialectical sociocultural approach to view teaching and learning. Studies in Science       Education, 48(1), 51-87. https://doi.org/gpfqqb

Kong, S.-C., & Lai, M. (2023). Effects of a teacher development program on teachers' knowledge and collaborative engagement, and students' achievement in computational thinking concepts. British Journal of Educational Technology, 54(2), 489-512. https://doi.org/10.1111/bjet.13256

Korkmaz, Ö., & Bai, X. (2019). Adapting computational thinking scale (CTS) for Chinese high school students and their thinking scale skills level. Participatory Educational Research, 6(1), 10-26. https://doi.org/10.17275/per.19.2.6.1

Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558-569. https://doi.org/10.1016/j.chb.2017.01.005

Kukul, V., & Çakır, R. (2020). Exploring the development of primary school students’       computational thinking and 21st century skills through scaffolding: Voices from the stakeholders. International Journal of Computer Science Education in Schools, 4(2), 36-57. https://doi.org/10.21585/ijcses.v4i1.84

Kuo, W.-C., & Hsu, T.-C. (2020). Learning computational thinking without a computer: How computational participation happens in a computational thinking board game. The Asia-      Pacific Education Researcher, 29, 67-83. https://doi.org/10.1007/s40299-019-00479-9

Lay, A.-N., & Osman, K. (2018). Developing 21st century chemistry learning through designing digital games. Journal of Education in Science Environment and Health, 4(1), 81-92. https://dergipark.org.tr/en/pub/jeseh/issue/34933/387499

Lee, J., Joswick, C., & Pole, K. (2023). Classroom play and activities to support computational thinking development in early childhood. Early Childhood Education Journal, 51, 457-468. https://doi.org/10.1007/s10643-022-01319-0

Lia, R. M., Rusilowati, A., & Isnaeni, W. (2020). The implementation of NGSS-oriented learning at engineering skill programs in a vocational high school: Analysis of students’ cognitive and psychomotor profiles. Journal of Physics: Conference Series,1567, Article 042085. https://doi.org/10.1088/1742-6596/1567/4/042085

Ling, U. L., Saibin, T. C., Naharu, N., Labadin, J., & Aziz, N. A. (2018). An evaluation tool to measure computational thinking skills: Pilot investigation. National Academy of Managerial Staff of Culture and Arts Herald, 1, 606-614. https://www.researchgate.net/publication/327882359

Lockwood, J., & Mooney, A. (2018). Developing computational thinking test using bebras problems. In A. Piotrkowicz, R. Dent-Spargo, S. Dennerlein, I. Koren, P. Antoniou, P. Bailey, T. Treasure-Jones, I. Fronza, C. Pahl (Eds.), Joint Proceedings of the CC-TEL 2018 and TACKLE 2018 Workshops, co-located with 13th European Conference on Technology Enhanced Learning (EC-TEL 2018). Central Europe (CEUR). https://ceur-ws.org/Vol-2190/TACKLE_2018_paper_1.pdf  

Lodi, M. (2019, July). Does studying CS automatically foster a growth mindset? In B. Scharlau & R. McDermott (Eds.) Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 147-153). Association for Computing Machinery. https://doi.org/10.1145/3304221.3319750

Long, N. T., Yen, N. T. H., & Van Hanh, N. (2020). The role of experiential learning and engineering design process in K-12 STEM Education. International Journal of Education and Practice, 8(4), 720-732. https://doi.org/10.18488/journal.61.2020.84.720.732

Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.2014.09.012

Malkoc, U. (2017). Investigating teachers' understanding of the salt dissolution process: A multi-media approach in education. Turkish Online Journal of Educational Technology, 16(1), 55-71. http://www.tojet.net/articles/v16i1/1616.pdf

Martinez, S. L., & Stager, G. (2013). Invent to learn. Making, tinkering, and engineering in the classroom. Constructing Modern Knowledge.

Mensan, T., Osman, K., & Majid, N. A. A. (2020). Development and validation of unplugged activity of computational thinking in science module to integrate computational thinking in primary science education. Science Education International, 31(2), 142-149. https://doi.org/10.33828/sei.v31.i2.2

Ministry of Education. (2018). Dokumen standard kurikulum dan pentaksiran, kimia, Tingkatan 4 dan 5. [Chemistry Form 4 curriculum and assessment standard document]. https://anyflip.com/rxlju/jqvj/basic

Monjelat, N., & Lantz-Andersson, A. (2020). Teachers’ narrative of learning to program in a professional development effort and the relation to the rhetoric of computational thinking. Education and Information Technologies, 25, 2175-2200. https://doi.org/10.1007/s10639-019-10048-8

Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research, 4(1), Article 2. https://doi.org/10.7771/2157-9288.1069

Mouza, C., Pan, Y.-C., Yang, H., & Pollock, L. (2020). A multiyear investigation of student computational thinking concepts, practices, and perspectives in an after-school computing program. Journal of Educational Computing Research, 58(5), 1029-1056. https://doi.org/10.1177/0735633120905605

Murthi, K., Chen, Y.-L., Shore, S., & Patten, K. (2023). Strengths-based practice to enhance mental health for autistic people: A scoping review. The American Journal of Occupational Therapy, 77(2), Article 7702185060. https://doi.org/10.5014/ajot.2023.050074

Musaeus, L. H., & Musaeus, P. (2019, February). Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 913-919), Association for Computing Machinery. https://doi.org/10.1145/3287324.3287452

National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. The National Academies Press. https://doi.org/10.17226/12190

Osman, K., & Lay, A. N. (2022). MyKimDG module: An interactive platform towards development of twenty-first century skills and improvement of students’ knowledge in chemistry. Interactive Learning Environments, 30(8), 1461-1474. https://doi.org/10.1080/10494820.2020.1729208

Papert, S. (1972). Teaching children thinking. Programmed Learning and Educational Technology, 9(5), 245-255. https://doi.org/10.1080/1355800720090503

Pearl, S., & Bless, E. (2021). Trap the Zhu Zhu! Science and Children, 58(3), 72-75. https://bit.ly/3Py6YuR

Peel, A., Sadler, T. D., & Friedrichsen, P. (2021). Using unplugged computational thinking to scaffold natural selection learning. The American Biology Teacher, 83(2), 112-117. https://doi.org/10.1525/abt.2021.83.2.112

Piaget, J. (1961). The genetic approach to the psychology of thought. Journal of Educational Psychology, 52(6), 275-281. https://doi.org/10.1037/h0042963

Prokša, M., Drozdíková, A., & Haláková, Z. (2018). Learners’ understanding of chemical equilibrium at submicroscopic, macroscopic and symbolic levels. Chemistry-Didactics-Ecology-Metrology, 23(1-2), 97-111. https://doi.org/10.1515/cdem-2018-0006

Prokša, M., Drozdíková, A., & Haláková, Z. (2019). Verifying the weight of different learning tasks in student assessment by chemistry teachers. Chemistry-Didactics-Ecology-Metrology, 24(1-2), 89-97. https://doi.org/10.2478/cdem-2019-0007

Putra, P. D. A., Sulaeman, N. F., Supeno, & Wahyuni, S. (2021). Exploring students' critical thinking skills using the engineering design process in a physics classroom. The Asia-Pacific Education Researcher, 32, 141-149. https://doi.org/10.1007/s40299-021-00640-3

Ratamun, M. M., & Osman, K. (2018). The effectiveness of virtual lab compared to physical lab in the mastery of science process skills for chemistry experiment. Problems of Education in the 21st Century, 76(4), 544-560. https://doi.org/10.33225/pec/18.76.544

Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60-67. https://doi.org/10.1145/1592761.1592779

Rich, K. M., Yadav, A., & Larimore, R. A. (2020). Teacher implementation profiles for integrating computational thinking into elementary mathematics and science       instruction. Education and Information Technologies, 25, 3161-3188. https://doi.org/10.1007/s10639-020-10115-5

Saavedra, J. E., Näslund-Hadley, E., & Alfonso, M. (2019). Remedial inquiry-based science education: Experimental evidence from Peru. Educational Evaluation and Policy Analysis, 41(4), 483-509. https://doi.org/10.3102/0162373719867081

Samad, N., & Osman, K. (2017). EkSTEMiT learning module and inculcation of inventive thinking. K-12 STEM Education, 3(4), 259-266. https://www.learntechlib.org/p/209582/

Saxena, A., Lo, C. K., Hew, K. F., & Wong, G. K. W. (2020). Designing unplugged and plugged activities to cultivate computational thinking: An exploratory study in early childhood education. The Asia-Pacific Education Researcher, 29, 55-66. https://doi.org/10.1007/s40299-019-00478-w

Selby, C., & Woollard, J. (2014). Refining an understanding of computational thinking (Working Paper). University of Southampton Institutional Repository. http://eprints.soton.ac.uk/id/eprint/372410

Sen, C., Ay, Z. S., & Kiray, S. A. (2021). Computational thinking skills of gifted and talented students in integrated STEM activities based on the engineering design process: The case of robotics and 3D robot modeling. Thinking Skills and Creativity, 42, Article 100931. https://doi.org/10.1016/j.tsc.2021.100931

Senan, D. C. (2013). Infusing BSCS 5E instructional model with multimedia: A promising approach to develop 21st century skills. Journal on School Educational Technology, 9(2), 1-7. https://doi.org/10.26634/jsch.9.2.2494

Sirakaya, D. A. (2020). Investigation of computational thinking in the context of ICT and mobile technologies. International Journal of Computer Science Education in Schools, 3(4), 50-59. https://doi.org/10.21585/ijcses.v3i4.73

Sotiriou, S., Bybee, R. W., & Bogner, F. X. (2017). PATHWAYS–A case of large-scale  implementation of evidence-based practice in scientific inquiry-based science education. International Journal of Higher Education, 6(2), 8-19. https://doi.org/10.5430/ijhe.v6n2p8

Sung, J., Lee, J. Y., & Chun, H. Y. (2023). Short-term effects of a classroom-based STEAM program using robotic kits on children in South Korea. International Journal of STEM Education, 10, Article 26. https://doi.org/10.1186/s40594-023-00417-8

Tarrés-Puertas, M. I., Merino, J., Vives-Pons, J., Rossell, J. M., Pedreira Álvarez, M., Lemkow-Tovias, G., & Dorado, A. D. (2022). Sparking the interest of girls in computer science via chemical experimentation and robotics: The Qui-Bot H2O case study. Sensors, 22(10), Article 3719. https://doi.org/10.3390/s22103719

Threekunprapa, A., & Yasri, P. (2020). Unplugged coding using flowblocks for promoting computational thinking and programming among secondary school students. International Journal of Instruction, 13(3), 207-222. https://doi.org/10.29333/iji.2020.13314a

Tonbuloğlu, B., & Tonbuloğlu, İ. (2019). The effect of unplugged coding activities on       computational thinking skills of middle school students. Informatics in Education, 18(2), 403-426. https://doi.org/10.15388/infedu.2019.19

Treagust, D. F., Qureshi, S. S., Vishnumolakala, V. R., Ojeil, J., Mocerino, M., & Southam, D. C. (2020). Process-oriented guided inquiry learning (POGIL) as a culturally relevant pedagogy (CRP) in Qatar: A perspective from grade 10 chemistry classes. Research in Science Education, 50, 813-831. https://doi.org/10.1007/s11165-018-9712-0

United Nations Educational, Scientific and Cultural Organization. (2020). Gender equality in science, technology and innovation: Driving sustainable future (Report No. CSW64). https://tinyurl.com/2se3u3j3

Van Heuvelen, K. M., Daub, G. W., Hawkins, L. N., Johnson, A. R., Van Ryswyk, H., & Vosburg, D. A. (2020). How do I design a chemical reaction to do useful work? Reinvigorating general chemistry by connecting chemistry and society. Journal of Chemical Education, 97(4), 925-933. https://doi.org/10.1021/acs.jchemed.9b00281

Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Weintrop, D., & Wilensky, U. (2017). Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education, 18(1), Article 3. https://doi.org/10.1145/3089799

Weitze, C. L. (2014). Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games. In B. Carsten (Ed.), Proceedings of the 8th European Conference on Games Based Learning, Berlin, Germany (Vol. 2, pp. 594-603). Academic Conferences and Publishing International.

Winarno, N., Rusdiana, D., Riandi, Susilowati, E., & Afifah, R. M. A. (2020). Implementation of integrated science curriculum: A critical review of the literature. Journal for the Education of Gifted Young Scientists, 8(2), 795-817. https://doi.org/10.17478/jegys.675722

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215

Wing, J. M. (2011). Research notebook: Computational thinking-- What and why? The Link, 6, 20-23. https://bit.ly/3PWgAkI

World Economic Forum. (2020, October 20). The future of jobs report 2020. https://bit.ly/46al90e 

Zakaria, N. I., & Iksan, Z. H. (2020). Computational thinking among high school students. Universal Journal of Educational Research, 8(11A) 9-16. https://doi.org/10.13189/ujer.2020.082102

Zhang, Y., Wang, J., Bolduc, F., & Murray, W. G. (2019, May). LP based integration of computing and science education in middle schools. In Proceedings of the ACM Conference on Global Computing Education (pp. 44-50). Association for Computing Machinery. https://doi.org/10.1145/3300115.3309512