Abstract
The development of information literacy and computational thinking, respectively algorithmic thinking, has become an integral part of the education for pupils in secondary education. For this reason, it is also necessary to look at the structure and clarity of the information that is given to pupils.
The knowledge structuring can be seen in many organizers, for example concept maps, mind maps or maps of concept. The aim of the paper is to present and analyze the theoretical and practical possibilities of structuring knowledges in the content and field of Information and Communication technologies in secondary education.
According to the theoretical context, the organizers can be divided into specific networks, schemes, scenarios or maps. The maps can be used to distinguish mind, cognitive, concept or semantic maps.
All these instruments are neccessary for structuring the knowledges in dramatically developing field of Computers and Science in Czech republic in context of changing curriculum.