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ERIC Number: ED319371
Record Type: Non-Journal
Publication Date: 1983-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
Logo Programming and Problem Solving. [Technical Report No. 12.]
Pea, Roy D.
This paper discusses five points related to developmental research on children learning to do Logo programming: (1) systematic developmental research documenting what children are learning as they learn to program is necessary; (2) Logo is cognitively complex beyond its early steps and difficult to learn without instructional guidance; (3) the pedagogical fantasy that Logo can serve as a stand-alone center in classrooms for learning programming and thinking skills does not work; (4) after a year of programming in Logo, following the discovery-learning pedagogy, a group of children did not display greater planning skills than a matched group who did not do Logo programming; and (5) it is necesary to develop an instructional science for teaching programming and to rethink the educational goals programming is meant to fill. Findings of three studies on children learning to program and the cognitive outcomes of such programming are reported: the first was a study of the level of programming expertise children had developed by the year's end; the second consisted of systematic probes of the depth of understanding of programming concepts in studies with individual children; and the last asked whether children doing programming developed planning skills that they spontaneously transferred beyond programming. (19 references) (MES)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: Bank Street Coll. of Education, New York, NY. Center for Children and Technology.