In recent years, several research projects have introduced elementary school teachers to computational thinking as a first step in familiarizing students with computer science concepts at an early age. A consistent challenge reported in these initiatives is teaching abstraction. This position paper offers preliminary recommendations for abstraction pedagogy in elementary education. These suggestions stem from an analysis of unplugged abstraction examples showcased during a summer institute on computational thinking.
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Hung et al. (2024) studied this question.
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