Abstract:

Which level of computational thinking (CT) skills is required to perform a BBC micro:bit external sensor experiment? The single-board computer BBC micro:bit combined with block-based programming (aka visual coding) is strongly connected to computational thinking and basic digital education in secondary schools. When teaching, each experiment has different goals with different theoretical background and various ways to an acceptable solution. Although the CT tasks involved in solving the experiments are easily categorized in well-agreed areas of CT, a distinction between difficulty levels is still not clearly visible at first sight. Moreover, an experiment can be found on more than one area of CT – maybe even all? Where and how can the various levels of difficulty be found that are possibly hidden in every experiment? To answer these questions, the author thoroughly examines some sensor experiments and categorizes the tasks according to the quadrants of computational thinking (decomposition, pattern recognition, abstraction and algorithm design). A detailed description of the individual steps in preparation and solution of the experiments and the underlying task competencies used will lead to a simple classification system for CT levels. Furthermore, following the example of the Common European Framework of Reference for Languages (CEFR) the classification system will try to explain the different levels of proficiency in each quadrant of CT and establish a link to selected examples of the Bebras Challenge for Computer Science (CS) and CT. At the end, the author proposes the outcome as a new and simple way to look at computational thinking tasks in different experiments to determine and compare which levels of CT skills are required for solving its problems.

Keywords:

Computational thinking, micro, bit, block-based programming, Bebras.