Abstraction and Problem Solving in a CS Curriculum for 4^th Grade

The importance of teaching computational thinking (CT) aspart of K-12 education has led, among other factors, to the inclusion of computer science (CS) as a K-12 subject in many countries. Consequently, many CS curricula for different age levels have been or are being developed. On the long way between the policymakers and the learners, every curriculum has several manifestations. For example, differences may exist between the intended curriculum and the one implemented in class. In a large research project, we are currently investigating the evolution of a 4th-gradecurriculum in CS, starting with the vision of the policymakers, who set the teaching goals, and proceeding through the formal curriculum, then to the corresponding teacher training and classroom implementation, until the attained curriculum, as reflected in the students’ learning outcomes. Here, we focus on the manner in which the formal curriculum reflected the process of CS problem solving, including its inherent nature as a process that in volves transitions between multiple layers of abstraction. This major aspect of CS is perceived by many as especially important for developing CT. Our findings indicate that the treatment of problem solving in this curriculum was characterized by lower levels of abstraction. Specifically, the presentation of problems was often characterized by lower level descriptions, and the solution process often neglected the level of an algorithm and hence, also the transitions in which it was involved.