, we report definitions or categorizations exisiting main components/skill/characteristics of CT found in recent literature, Ju?kevi?ien? and Dagien?, pp.269-271, 2018.
, ] reviewed CT literature, assumed the Aho-Cuny-Snyder-Wing definition and agreed that the following elements are accepted in literature: ? Abstractions and pattern generalizations, 2013.
, Systematic processing of information ? Symbol systems and representations ? Algorithmic notions of flow of control ? Structured problem decomposition (modularizing)
, ? Iterative, recursive, and parallel thinking ? Conditional logic ? Efficiency and performance constraints ? Debugging and systematic error detection
, examined a number of CT definitions, and argued that the most relevant and useful elements are: ? thought process, ? abstraction, p.203, 2013.
, O-P3-P-1 to notice errors in simple programs and act to correct them
, O-P3-P-2 to order the sequence of instructions correctly
,
, O-P3-P-4 to use one-way selection to make decisions within simple programs
, B.3.2.3 Area of Data and Information
, 1 to select and use objects to represent data one is familiar with (e.g. colors, words
,
, O-P3-N-1 to recognize the uses of informatics and digital technologies in everyday life
, -2 to understand the concept of private data and the need to keep them confidential
, O-P3-N-3 to understand the importance of respecting others when using digital technologies
, 4 to be able to ask for help in case of problems related to downloaded materials or to contacts in which one is involved with on the Internet or through other online technologies
, to select and to use digital content for expressive purposes, using computer-based applications and digital devices in a simple way
, Knowledge and Skills at the End of the Fifth Grade of Primary School
, A-1 to use logical reasonsing to explain how simple algorithms work O-P5-A-2 to solve complex problems by breaking them into smaller parts
, B.5.2.2 Area of Programming
,
,
,
,
,
, 6 to design and develop modular programs using procedures and functions
,
, B.5.2.3 Area of Data and Information
, to evaluate the advantages and disadvantages of alternative representations of the same data O-S-D-2 to know the characteristics of the fundamental data structures (eg: lists, vectors, matrices, dictionaries, ...) and to know how to select the most suitable one to accomplish the task at hand
, 3 to recognize the difference between data and metadata in some simple context (e.g., HTML, simple data description languages
, 1 to realize experiences of data collection and analysis through sensors and of control of external devices
, 2 to take into account the requirements of end-users in the implementation of computerbased applications
, 3 to identify if and how digital programs and contents can be reused, modified, disseminated
,
, 5 to evaluate the reliability of content found on the web, examining and double checking sources B.5.2.5 Area of Digital Creativity
, 1 to use programming environments for expressive purposes (eg animations, sound tracks, games
, 2 to combine programming and online services to achieve its own goals C.1 Pre-Post Questionnaires The pre and post questionnaires for CS and non-CS classes have a very similar structure. Differences are highlighted. Question marked with * are reverse scored so that a low score always indicates a less desirable
, ? Before this school year, you had already programmed?
, General Beliefs, 1999.
, Anyone can be good at computer science if the word hard at it
, You have a certain amount of "computer science intelligence
, There are limits to how much people can improve their basic CS ability
, Some students can never do well in computer science, even if they try hard
, There is usually only one way to solve a CS problem ? * CS involves mostly facts and procedures that have to be learned
, People who really understand CS will have a solution quickly
, ? Mistakes are important when learning CS Identification with CS [For non-CS oriented classes
,
,
, CS Mastery orientation Rate from 1 (not at all important) to 5 (extremely important)
, non-CS oriented classes, second and fourth question was rephrased starting with "If you studied CS
, how important is it to avoid making mistakes?
, How important is it that you to do better than other students in your CS class? ? * In CS class, how important is it to get the right answer?
, We used an Italian translation. Questions with * indicate a fixed mindset, so they were reverse scored, CS? eight Likert-type, p.285, 1999.
, Q1* You have a certain amount of intelligence, and you can't really do much to change it
, Q2* Your intelligence is something about you that you can't change very much
, Q3 No matter who you are, you can significantly change your intelligence level
, Q6* You can learn new things, but you can't really change your basic intelligence
, Q7 No matter how much intelligence you have, you can always change it quite a bit
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