Logic Programming at Primary School: Analysis of a Teacher Training Program

Abstract

The early integration of Computer Science into compulsory education is essential for developing Computational and Logical Thinking in children. In a landscape increasingly influenced by Artificial Intelligence technologies, there is a pressing need for pedagogical strategies that actively promote critical thinking from an early age. Logic and logical thinking emerge as essential tools in tackling these challenges. Logic Programming (LP), a paradigm based on formal logic, enhances skills in the development of computational and logical thinking. However, the limited teacher training in LP hinders its effective teaching. To address this, initiatives such as LP experiences in primary education, targeted teacher training, and raising awareness among educational decision-makers are necessary. In 2024, a teacher training workshop in LP for primary education was carried out in Neuquén, Argentina. Participants developed integrative final projects for accreditation and conducted exploratory surveys. This study outlines  he inquiry and observation mechanisms designed for the workshop and analyses its disciplinary and didactic impact. It presents the results of surveys and the final projects completed during the course. These findings characterise the participants, revealing their prior knowledge, opinions about the course, and perceptions of LP in primary education. Additionally, the development of skills for creating educational materials focused on teaching LP at the primary level was assessed. The results inform the design of new training spaces that support the implementation of LP at the primary level, incorporating participants’ opinions and suggestions to strengthen its integration into basic education.