Abstract:

One of the fundamental areas of the field Computer Science in primary and lower secondary education is Algorithmization and Programming. This area offers an essential space for the development of algorithmic thinking, thus pupils' development of computational thinking. The pupils gradually acquire the curriculum related to the basic algorithmic concepts, teaching and learning procedures or methods of algorithmization, as well as the digital means and environments for developing computational skills in educational level ISCED 1 and ISCED 2.

An interesting key issue of the development of algorithmic thinking for children in age group 6-15 is the understanding of algorithmic constructs and increasing or mastering their use. In order to streamline the learning process mentioned above, and for other reasons as well, propaedeutic visual block-based programming languages and in many cases also programmable devices or directly educational robotics, dominate among the used means and environments at schools. The problem to be faced sooner or later with programming is the standoff from visual block-based languages to text-based ones. Among other aspects, this study aims to analyze the possibilities and potential of selected programmable devices and environments suitable for teaching of the development of algorithmic thinking in terms of suitability for the switch from the block-based to text-based propaedeutic programming languages. Aspects and characteristics of the given devices and environment are examined and compared within this analysis including the used programming language, age of target users, functionality, limits, variability of the environment or methodological support.

Keywords:

Algoritmic thinking, education, programmable device, programming.