Abstract The inclusion of computational thinking (CT) in the classroom is something that the present and future society is demanding. However, this domain remains largely unexplored, especially in the first years of Primary Education. The purpose of this study is to evaluate whether the inclusion of the so-called unplugged activities favours the development of CT in the students of the early years of Primary Education. To this end, a quasi-experimental study has been carried out to explore the eventual benefit of a mixed approach that combines both unplugged and plugged-in activities. In particular, 84 second-grade students took part in the experiment. Three questions were evaluated: the development of their CT skills, their motivation towards the proposed instruction, and the influence of students' gender in the two previous areas. The intervention was designed on a selection of activities extracted from Code.org courses, and was divided into two phases, one in which one group worked with unplugged activities and the other with plugged-in activities, and a second where both groups worked with plugged-in activities. Analysing the three proposed questions through tests performed before, in between and after the instruction, it is concluded that the inclusion of unplugged activities in the instruction seems beneficial taking into account CT, motivation and gender.

中文翻译：

---

通过小学教育早期不插电活动的计算思维

摘要 在课堂中加入计算思维 (CT) 是当今和未来社会所要求的。然而，这个领域在很大程度上仍未被探索，尤其是在小学教育的头几年。本研究的目的是评估纳入所谓的不插电活动是否有利于小学教育早期学生的 CT 发展。为此，开展了一项准实验研究，以探索结合不插电和插电活动的混合方法的最终好处。特别是，84名二年级学生参加了实验。评估了三个问题：他们 CT 技能的发展、他们对拟议教学的动机以及学生性别在前两个领域的影响。干预是根据从 Code.org 课程中提取的一系列活动设计的，分为两个阶段，一个阶段，一组进行不插电活动，另一组进行插电活动，第二个阶段，两组都使用插电活动。 - 在活动中。通过在教学之前、之中和之后进行的测试分析提出的三个问题，得出的结论是，考虑到 CT、动机和性别，在教学中包含不插电的活动似乎是有益的。