This paper is about an attempt to introduce some of the ideas and way of thinking of computer science in the middle school, through an assortment of extra-curricular activities built around Nimrod, a computer game ante litteram (1951), its historical context and other related materials.
Our aim in the long run is to enable pupils to master information processing tasks intellectually.
We think, indeed, that this ability cannot be achieved by the mere use of ICT tools, where the distinction between form and meaning as well as the very idea of processing tend to fade away.
Among the key features of our approach are the following:
more emphasis on mental processes than on concepts;
unplugged paper and cardboard artifacts that are fully within the pupils' grasp;
playful activities to encourage pupils' engagement;
reference to the history of computing, both as a source of content and as meta-knowledge for the teachers;
cross-disciplinary links to foster teachers' collaboration.
The feedback collected in three years of experimentation allows a preliminary assessment of the program in terms of pupils' acceptance and engagement, topics of interest to them and, to a limited extent, outreach potential.
