Criteria for Evaluating Digital Technology Used to Support Computational Thinking via Inquiry Learning—The Case of Two Educational Software Applications for Mathematics and Physics

There is an ongoing need to evaluate whether commonly used educational software effectively supports inquiry-based learning and computational thinking skills development, which are key objectives in secondary STEM curricula. This research establishes criteria for characterising digital technologies, such as modelling and simulation software, virtual laboratories, and microcosms, to ensure their suitability in supporting students’ computational thinking through inquiry-based activities in STEM courses. The main criteria focus on six key areas: (a) production of meaning, (b) support in problem formulation, (c) ability to manage processes easily, (d) support in expressing solutions, (e) support in executing and evaluating solutions, and (f) ability to articulate and reflect on processes and solutions. Using this evaluation framework, two widely used software tools, Tracker 6.1.3 and GeoGebra 5, commonly employed in high school physics and mathematics, were assessed. The trial evaluation results are discussed, with recommendations for improving the software to support these educational objectives.