Observable Computational Thinking skills in primary school children: how and when teachers can discern abstraction, decomposition and use of algorithms
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This article aims to explore the elements which compose the Computational Thinking skills: algorithmic thinking, abstraction and decomposition, and their correlation with primary school learners and with the adopted tools. In order to answer the research questions, a literature review was pursued. Forty-eight contributions were selected, analysed and thematised. Findings show that many valid tools exist and could be used to observe and improve pupils’ abilities in this field and that pupils can use abstract and algorithmic thinking to solve problems. Practical guidelines are needed for implementing this 21st-century skill with a cross-curricular approach, which could include all subjects and all children. Keywords: Computational Thinking, primary school, cognitive processes.