Achieving Computational Thinking compet...

Computational thinking becomes more and more important in society and teaching, as it is often part of digital literacy. In Austrian lower secondary education, "basic digital education" is implemented to cover these topics. Its curriculum includes a section for computational thinking, even though the included competencies are vaguely formulated and loosely connected to those promoted by literature. Another issue is that the specific competencies that characterize computational thinking are not clearly defined in literature either. This contribution presents a competency model for computational thinking to determine which topics are part of computational thinking. This model is then used to check to what extent the micro:bit units designed by the Informatics Lab at our university teach computational thinking and which areas are covered. For a meaningful comparison, the competencies of the learning materials are defined and then compared to the developed model of computational thinking. The results answer the question of which areas of computational thinking these micro:bit learning materials are covering and they make visible what is possible with the BBC micro:bit in this context.