This diploma thesis deals with the question of how the programming language LOGO should be used to promote »Algorithmic Thinking« in Austrian computer science teaching, so that the »Threshold Concept« recursion can be conveyed as understandably and sustainably as possible. In order to investigate this, relevant literature was analyzed, which deals in particular with the Turtle Graphics and thus implementable recursive figures and also »fractals«. In addition, there was a discussion of the subject didactics of computer science and in particular the »fundamental ideas« of this discipline, from which the most appropriate practical principles, »problem-based« and »task-based learning« and the didactic concept of »learning paths«, especially »WebQuests«, were derived. The diploma thesis also offers an analysis of the Austrian curricula and digital competence models for secondary education 1 and 2 and used them to develop tangible practical modules for the programming lessons with LOGO. These are of course as well transferable to other didactic programming languages such as Prograph, Scratch or Snap!, as to programming languages typically used in the economy such as e.g. JAVA or Python. To convey the concept of recursion in a picturesque, clear and sustainable way, Turtle Graphics emerges as a very good tool for this task. However, it is also advisable to cover other graphical approaches to recursion in the classroom, in order to enable optimal learning growth.