Abstract:

This pilot study presents an unplugged approach to promoting computational thinking in primary education. Computational thinking, a structured approach to problem-solving, can be developed from an early age even without digital tools. We emphasize key computational thinking practices such as algorithmic thinking, pattern recognition, decomposition, abstraction, and debugging that can be fostered from an early age using appropriate methods. This work is part of the project Innovative Pedagogics 5.0 – The Comprehensive Transformation of Green and Digital Education.

The study highlights a treasure hunt activity with tasks adapted from the Bebras Computing Challenge for young learners aged 6 to 8. In this team-based activity, 2nd and 3rd-grade students solved problems, identified clues, and followed sequential paths that required logic, attention, and collaboration. Insights were gathered through interviews with two teachers about their experiences implementing the activity in the classroom. The teacher responses indicated that the treasure hunt activity effectively supported the development of computational thinking practices. Students demonstrated these skills by solving tasks step by step, recognizing patterns, and breaking down problems into manageable components, with debugging and abstraction emerging through the correction of mistakes and focus on key details.

These findings highlight the potential of unplugged activities in promoting computational thinking and serve as a basis for expanding the study within a broader context, with proposed refinements to guide future larger-scale implementations.

Keywords:

Computational thinking, primary education, innovative pedagogy, pilot study.