The article describes the importance of modern school to develop students' problem-solving skills, including through digital tools, which in turn include the development of basic coding skills and digital literacy, the ability to solve problems and make decisions based on planning and analysis of situations. All these skills are the basis of computational thinking (CT). The authors argue that the use of special digital tools promote the development of computational thinking and purposeful formation of computational thinking increase the level of digital competence of both teachers and students. The article analyzes the concept of CT, existing definitions and its components. The list of subjects of curricula of different countries of the world on which the study of CT in primary school is carried out is given. It is emphasized that CT is a fundamental skill of everyone and it should be formed on the basis of integration of different disciplines to solve problems. The connection of the components of CT with the key competencies that should be formed in students by the standard of primary education. The results of a survey of more than 60 primary school teachers from different regions of Ukraine are presented about their understanding of the concept of computational thinking and their experience in the formation of skills related to all components of computational thinking in the teaching of primary school students. An analysis of open educational resources from around the world to support teachers in developing students' CT skills is presented. The model of realization of the concept of CT development for future teachers and primary school teachers is presented, taking into account the ability to use special digital tools.
Today, during the crisis caused by COVID-19, the low level of digital skills of citizens and the
lack of wide access to the free use of digital technologies further exacerbate inequality in society.
That is why the action plan for digital education (2021–2027) (The Digital Education Action Plan
(2021-2027) envisages strengthening cooperation at European level: learning from the COVID-19
crisis, when technologies are used on a scale not previously seen in education and training, and
creating a digital age-appropriate education system. The new Action Plan has two strategic priorities:
helping to develop a highly effective digital education ecosystem and enhancing digital skills and
competences in the field of digital transformation [
CT is a component of human thinking, which provides its activities in solving problems of
everyday life, and its importance is constantly growing. Various definitions were used to explain the
concept of CT. Today there is no single interpretation of this concept. In Ukraine, the English word
Computational, in addition to the use in the mathematical sense (production of calculations), is now
used in parallel in a broader sense, related to the term ”Computing” – a collective designation of
computer science, information technology and information systems, computer and software
engineering [
Debugging is the systematic application of analysis and evaluation using skills such as testing, tracing, and logical thinking to predict and verify outcomes (Csizmadia et al., 2015, p. 9).
Generalization is associated with identifying patterns, similarities and connections, and exploiting those features. It is a way of quickly solving new problems based on previous solutions to problems, and building on prior experience. Algorithms that solve some specific problems can be adapted to solve a whole class of similar problems (Csizmadia et al., 2015, p. 8).
In order to develop students’ ability to think using CT, many countries have introduced or plan to
introduce a special subject of CT into primary and secondary education programs, including
programming subjects as compulsory or optional, of which CT is an integral part [
In Ukraine, CT as a separate subject is not studied in primary school, and the development of relevant skills is built through an interdisciplinary approach and integration. According to the Concept of the New Ukrainian School, which has been implemented since 2017, the Standard of Primary Education provides for the formation of 10 equally important and interrelated key competencies that children acquire when studying different subjects at all stages of education. Their combination forms the elements of CT (Table 2).
to apply mathematical (numerical and geometric) methods to solve applied problems in various fields. Ability to understand and use simple mathematical models. Ability to build such models to solve problems ... Ability to apply the scientific method, observe, analyze, formulate hypotheses, collect data, conduct experiments, analyze results. ... effective management of resources and information flows, the ability to define learning goals and ways to achieve them ...
competence Awareness and selfexpression in the culture Environmental literacy and healthy living civic ... Ability to work with others for results, to prevent and resolve conflicts, to reach compromises ...
The ability to understand works of art, to form own artistic tastes, to express ideas, experiences and feelings through art ...
Ability to use natural resources wisely and rationally
Abstraction, Decomposition, Generalization Algorithmic thinking
Among the cross-cutting skills that are declared in NUS and those that are implemented through CT, are the skills: critical thinking; ability to logically justify the position; show initiative; ability to solve problems, assess risks and make decisions. The computer science program for primary school clearly identifies topics that cover the described component of digital competence - CT: Teams and performers (2nd grade), Algorithms and performers (3rd grade), Algorithms with branching and repetition (4th grade) (Table 3).
However, teachers try to focus on the formation of algorithmic thinking, which is only one component of computing, which leads to the need to focus on other elements. Specially created tasks with the use of electronic educational resources will allow to intuitively involve students not only in the development of algorithms, but also in the processes of decomposition, pattern detection, generalization and abstraction. In addition to these topics, CT can be formed in the study of other topics, with the following requirements for student achievement: chooses and uses the necessary tools of the graphic editor environment to create an image based on a sample and your own design; complements the missing data in simple diagrams, charts; seeks information in texts with false statements and proves the truth; is able to find the necessary information in the text and highlight part of the text; distinguishes and gives examples of devices for input and output of information (3-5) and more. Among the general results of primary school education in language, literature, mathematics and natural sciences can be distinguished components of CT (Table 4). natural mathematical
Highlights information Analyzes and interprets information and text Converts information Recognizes everyday situations that are solved by mathematical methods; evaluates the data of the problem situation, necessary and sufficient for its solution; analyzes the objects of the surrounding world and situations that arise in life Researches, analyzes, evaluates data and relationships between them to solve the problem of mathematical content Predicts the outcome of a problem Perceives and transforms information (heard, seen, read), builds an auxiliary model of the problem situation; develops strategies for solving problem situations; evaluates different ways to solve a problem situation, chooses a rational way to solve it; has computing skills, applies them in educational and practical situations Simulates the process of solving a problem situation and implements it Recognizes geometric shapes by their essential features; uses algebraic concepts to solve a problem situation; explores problems Identifies and formulates research problems; defines the purpose of the study, puts forward a hypothesis; groups and classifies objects Plans research Analyzes and substantiates research results, formulates conclusions Converts information from one form to another; identifies relationships in nature and takes them into account in its activities; identifies the problem by correlating new facts with previous experience; critically evaluates the problem
Generates new ideas to solve the problem * Created by the authors based on the analysis of educational programs
During the research, we interviewed more than 60 respondents who participated in the education of schoolchildren in NUS programs. Among the respondents, 77% were computer science teachers at NUS, more than 21% were primary school teachers (Fig. 2). The survey was conducted in all regions of Ukraine through a survey form, which is posted in groups of primary school teachers on social networks.
The sample covered the vast majority of teachers with more than 10 years of experience, which indicates that teachers have sufficient experience of practical work in school (Fig. 2).
Most respondents have a false impression of the essence of the concept of “computational thinking”, namely as a method of forming students’ computing skills (Fig. 3)
More than 88% of respondents said that they offer students tasks to identify and formulate a real problem. At the same time, most often it happens in computer science lessons, almost half less - in mathematics lessons, and even less - in the integrated lesson “I explore the world”, which combines natural, social, civic, health education (Fig. 4). Almost 41% of teachers indicate that they offer students problem questions every day; most often respondents say that their students perform their own experiments several times a week, in 30% of respondents students never or very rarely work with data in different experiments, in 41% of cases students once a month, or even less often record the process and result of the experiment, 50% offer tasks for the formation of assumptions in solving a specific problem (Fig. 5).
When assessing their own level of CT, the vast majority of respondents rated them at a high or close to it level (Fig. 6).
The most difficult for teachers is the process of teaching students to divide the task into components (decomposition), plan their activities during experiments (algorithmic thinking), ask problem questions (abstraction, decomposition), use elements of modeling in solving problems (abstraction, generalization), formulate assumptions when solving a specific problem (Debugging). The results of the teacher survey are extrapolated to the formation of students’ end-to-end skills, some of which are components of CT. The evaluation took place in 2019 as part of a comprehensive study of the effectiveness of NUS implementation (link). According to the results of the study of skills of primary school students, the lowest results were found in the development of critical and systematic thinking skills - 42% of students have low and medium levels, only 7% - high level (Fig. 7).
Students’ ability to think critically and systematically was assessed by performing two competency tasks. The first of them involved the division of statements into true, false and doubtful, the second - a systematic presentation of reliable information and data. The ability to think critically and systematically is developed in students the worst: 7% of groups of students found all the false statements in the task and the ability to structure information and its systematic presentation; 51% of groups of students coped with the tasks quite successfully, at the same time made several mistakes; 10% of student groups did not show signs of critical and systematic thinking; The ability of students to solve problems was determined on the basis of observations of the problem in terms of content and form of presentation of the results of their work and the effectiveness of solving two problems. We analyzed the syllabi of academic disciplines and educational programs in the specialty 013 “Primary Education” of five universities that are in the top 10 (link) among pedagogical universities of Ukraine on the corresponding sites (https://npu.edu.ua, http://tnpu.edu.ua,http://pdpu.edu.ua/b, http://uipa.edu.ua/ua/). None of the programs involves the study of CT as a separate subject. In the syllabuses of courses in academic methods of teaching mathematics, computer science and other disciplines in primary school there are no topics that directly address the issues of CT or its components. Fragmentarily, the syllabi of the courses provide for the formation of future teachers’ skills in the formation of compulsory learning outcomes, in accordance with the CURRENT Standard of Primary Education and the Concept of the New Ukrainian School. Thus, the formal component of teacher training for the formation of CT in students is incomplete. A Google search query for the phrase “computational thinking + training” provided access to information on 9 trainings conducted as part of the project of the EU program Erasmus + №586098-EPP-1-2017-1-UA-EPA “Modernization of Pedagogical Higher Education by Innovative Teaching Instruments” (MoPED), International Seminar” Introduction to Computational Thinking”, organized by the Institute of Information Technology and Teaching Aids of the National Academy of Pedagogical Sciences of Ukraine with the participation of Joseph Kush, Professor, Dukein University, Pittsburgh, USA) (link) and several local events for educators. This indicates that in the segment of non-formal education, measures to train teachers in CT cover a critically small circle of educators. The fact that teachers need such training and tools for its formation of the components of CT in the classroom is also evidenced by the results of our survey (Fig. 8).
There are no professional communities and specialized sites on CT in the Ukrainian segment of the Internet. For example, as in the UK (https://community.computingatschool.org.uk/door), the Computationalthinking initiative from Wolfram Research (https://www.computationalthinking.org), the virtual educational environment (Computational thinking in education), community of researchers (https://digitalpromise.org). In this regard, there is a need to create a platform for educators to support informal education on CT.
Components of such a platform can be, for example, a digital library: Sites with information about CT o Computational thinking https://www.computationalthinking.org o K–12 Computer Science Framework https://k12cs.org/computational-thinking o Computational thinking https://dystosvita.gnomio.com... o ISTE Computational thinking in education https://www.iste.org/areas-offocus/computational-thinking Resources for teachers with ready-made developments o Google for Education. Exploring Computational Thinking resources https://edu.google.com/resources/programs/exploring-computational-thinking o Computing at School https://community.computingatschool.org.uk/resources/landing o Barefoot Computing primary classroom resources https://www.barefootcomputing.org/primary-computing-resources o Computer Science without a computer https://csunplugged.org/en o Programamos https://programamos.es o Raspberry Pi https://projects.raspberrypi.org/en E-resources with exercises o Blockly https://blockly.games o Compus https://compus.deusto.es o Code https://code.org o Bebras https://www.bebras.org o Coder Dojo https://coderdojo.com/resources o Code Club https://www.codeclubworld.org/projects Resources for creating your own exercises with CT o Kodetu http://kodetu.org o MakeWord https://makeworld.eu o LearningApps https://learningapps.org o Puzzle designer http://pazlyonline.com/konstruktor.html, https://www.jigsawplanet.com o Rebus designer http://rebus1.com/ua/index.php o Tinkercad https://www.tinkercad.com o Studystack https://www.studystack.com Integrated coding environments o Scratch https://scratch.mit.edu o Alice https://www.alice.org o Greenfoot https://www.greenfoot.org/door o Agentsheets https://agentsheets.com Robotics and circuitry o Lego WeDo, Mindstorms o Arduino LilyPad o BBC micro:bit o Bee-Bot o Makeblock o Makeymakey
In the Ukrainian educational space, not only such open educational resources should be created to
help teachers, but first of all it is expedient to develop a concept of teaching teachers and future
teachers CT and provide ways and means to develop appropriate skills in primary school students. As
an initial step we can consider the introduction of the subject ”Computational Thinking” due to the
selective component, and over time in substantiating and experimenting with the content of learning
and ways of integration with the basics of science through solving certain integrated competency
problems - a separate subject, especially in primary school. In the Ukrainian educational space, not
only such open educational resources should be created to help teachers, but first of all it is expedient
to develop a concept of teaching teachers and future teachers CT, provide ways and means to develop
appropriate skills in primary school students, increase the digital competence of students and teachers
[
Preparing teachers to teach CT is an important task of all components of teacher education: formal, informal and informal. In Ukraine, despite the widespread inclusion of components of CT in state educational standards, in particular in the Standard of Primary Education, the issue of development of resources for such training is insufficiently resolved. The analysis of the survey showed teachers’ misunderstanding of the concept of CT, their unwillingness to form CT in students and interest in learning about approaches that could help with the implementation of CT, unwillingness to use special digital resources. In particular, teachers’ requests, learning outcomes of students according to the concept of NUS, educational university programs and resources to support non-formal and informal education allows to build a model of the concept of development of CT in primary school (Fig. 9).
To implement this concept, you need to provide the following steps: comprehensive integration (Integrate CT across all levels of compulsory education); systematic rollout (Adopt a holistis approach for introducting CT into compulsory education); consolidated understanding (Develop a shared understanding of CN and the relationship with 21st century skills); support policy (foster broad engagement and optimize impact). It is expedient in the system of advanced training of primary school teachers to provide trainings on the development of CT of students based on the use of digital tools and a corresponding elective course in educational programs of future primary school teachers, which would help increase their digital competence. Such programs should include the following sections and an appropriate system of tasks that meet the standard of primary education and are based on competency-based learning and integration of knowledge based on a transdisciplinary approach: decomposition, identification of patterns in various subject areas, generalization and abstraction, development of algorithms and coding. This approach is one of the main in the implementation of STEAM education, including the use of digital technologies. These digital resources for the formation of CT should be included in training programs.
Prospects for further research include research and description of specialized digital resources for the formation of CT students, preparation of training programs for teachers, development of a database of tasks with CT. 5. References