Many software solutions surround us, which requires knowledge of the technology used in a wide range of jobs. Such knowledge is necessary for most jobs today. Therefore, one of the Informatics teachers' most challenging task is developing students' logical and computer way of thinking in primary and secondary schools. Many software solutions surround us, which requires knowledge of the technology used in a wide range of jobs. Such knowledge is necessary for most jobs today. Therefore, one of the most challenging tasks for Informatics teachers' in primary and secondary schools is to develop a logical and computer way of thinking in students. The quasi-experiment was conducted among fifth-graders in one elementary school using two pedagogical approaches when teaching programming during extracurricular activities Robotics and programming. The study aimed to examine the differences in students' knowledge at the end of the teaching process and determine whether different approaches in teaching algorithmic structures affect the success in mastering basic programming concepts. Results showed that there was no statistically significant difference between experimental and control groups. However, the difference in knowledge is still noticeable.