Abstract
Computational Thinking (CT) is a form of complex problem solving, whose definition is still under debate. Literature seems to have agreed about the involvement of skills such as abstraction and generalization, problem-solving, algorithmic thinking, visuospatial abilities and creativity. However, the step from the theorization toward teaching CT is currently far from being established, given that many proposals suffer from the lack of reliable evaluation.
The aim of this dissertation is twofold. Firstly, it examines the correlation of three cognitive processes (logic reasoning, visuospatial ability and creative thinking) and computational thinking. Secondly, it explores two didactic strategies (storytelling and tinkering) that could foster the implementation of CT in primary school. Upon the several definitions, three research questions were formulated to determine whether the CT construct could be considered cross-curricular and significant and which strengths, weaknesses, opportunities and threats are noticeable in primary grades of school. A mixed-method research design guided the investigation: the explanatory research was based on quantitative (pre-and post-test) and qualitative (focus groups, interviews) data collection. Qualitative data analysis was driven by the Qualitative Content Analysis. The results showed a positive correlation between CT and logical reasoning and visuospatial abilities. Furthermore, it was possible to gain significant didactical insight for efficient cross-curricular implementation at an early stage. These results have then inspired the investigation on design enriched by Agile Values, which can be considered as a plausible approach to implement CT, together with Project-based learning. These results suggest that the potential of inserting CT construct into formal education practices can represent an alternative way to develop highly requested skills while equipping students with possible paradigmatic ways of thinking. Moreover, it emerged that storytelling and tinkering could be useful strategies for the didactical aspects. Notwithstanding, it also emerged that further studies are needed to provide policymakers with a comprehensive evaluation of the complex construct of CT.