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Teaching Mathematics and Computer Science

Vol. 24 No. 1 (2026)
Articles

Removing the burden of syntax: developing computational thinking and algorithmic skills of STEM students

Published:
2026-06-04
DOI Linkhttps://doi.org/10.5485/TMCS.2026.15760
Authors
Ádám Gulácsi,
Maria Csernoch
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Keywords
computational thinking algorithmic skills STEM education unplugged cognitive load
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Copyright (c) 2026 Ádám Gulácsi, Maria Csernoch

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How To Cite
Selected Style: APA
Gulácsi, Á., & Csernoch, M. (2026). Removing the burden of syntax: developing computational thinking and algorithmic skills of STEM students. Teaching Mathematics and Computer Science, 24(1), 29-49. https://doi.org/10.5485/TMCS.2026.15760
Abstract

In higher education, solving programming exercises using a high-level programming language is a standard approach for developing computational thinking and algorithmic skills. However, this method has its limitations: learning the syntax of a high-level programming language puts an extra cognitive load on students, preventing them from focusing on problem-solving. Furthermore, computational thinking is not limited to programming: STEM students can benefit more from solving problems within their own discipline, in different environments. This practical article proposes a collection of unplugged, semi-unplugged and plugged-in alternatives that can be used to develop the computational thinking and algorithmic skills of students.

Subject Classification: 97P99

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