Abstract
The article is devoted to the challenge of bridging the knowledge gap on computer science in context of the Kazakhstani education. The authors discuss the main reasons of gap in knowledge on computer science at first-year students and suggest suitable teaching to solve the indicated challenge. The considered teaching is based on the principle of continuity to teaching which provide correlation between various levels of education and improving the effectiveness of teaching. 
 The different levels of the students’ learning outcomes on computer science is considered as one of the most important cause of the investigated challenge. For this reason, the authors investigate the educational process design and the differentiated learning methodology using the Google Classroom technology aimed to the bridging knowledge gap in computer science.
Highlights
Nowadays one of the important skills of any employees and more over computer science students is a computational thinking skill, which needs to be developed at both educational levels: at high school and at university
We would like to emphasize the continuity of high school and university education concerns the content of education, and the forms, methods and means of education including socio-psychological conditions of moral development as well as psychological and pedagogical conditions for development computational skills and creative personality
Use of differentiated learning in teaching Computer Science course at school and university based on determining students' learning outcomes allows to improve quality of education and thereby to increase the level of students’ knowledge and computational skills significantly necessary for their life in the information-oriented society
Summary
Nowadays one of the important skills of any employees and more over computer science students is a computational thinking skill, which needs to be developed at both educational levels: at high school and at university. Most of the authors consider the computational thinking development only in context of the one educational level, at high school or at university It is evidence about the lack of continuity of learning content. Survey has shown that only 13.04% of participants taking a computer programming course in high school. This fact directly reflects on the students' achievement on computer science in university. The authors see the solution of the problem in curriculum overhaul in order to form more in-depth knowledge of computer science in the high school course and to successfully adapt to the university learning content in accordance with the growing requirements of the global economy for IT-majors [9]
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