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logo MASTERY AND SPATIAL PROBLEM-SOLVING BY YOUNG-CHILDREN - EFFECTS OF logo language TRAINING, ROUTE-STRATEGY TRAINING, AND LEARNING STYLES ON IMMEDIATE LEARNING AND TRANSFER

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1992年第4期8卷 521-540页

作者： WATSON, JA LANGE, G BRINKLEY, VM UNIV N CAROLINA SCH HUMAN ENVIRONM SCI DEPT HUMAN DEV & FAMILY STUDIES GREENSBORO NC 27412 USA

This study examines children's abilities 1) to learn to program with a single keystroke, ten command logo system enabling them to produce multiple command sequences to solve on-screen problems, 2) to learn two new strategies (direct and indirect route strategies) requiring the use of two levels of programming difficulty measured via average times, keystrokes, and errors, 3) to transfer screen-based logo training to the solution of spatial problems in another learning setting, and 4) to demonstrate whether there are any individual differences in the effectiveness of logo learning for children who have different learning orientations (field independent versus field dependent and/or reflective versus impulsive). Twenty-four four- and five-year-old children served as subjects in the study. Data from the study showed: 1) that mastery of the logo language is not a necessary condition for young children to think and problem-solve within a logo environment, 2) that successful problem-solving within a logo environment is predicated on a child's use of an age-appropriate logo programming system, 3) that even very young children can be taught spatial-conceptual strategies with which to operate within a logo environment, 4) that young children can transfer logo-environment knowledge to other problem-solving settings, and 5) that field independent children seem to have a slight advantage both in their initial learning of logo and in their transfer of logo learning to another problem-solving setting. Some of the present results are interpreted according to Watson and Busch's model of the development of logo programming and problem-solving skills in children [1].

关键词： Analysis of Variance Computer Assisted Instruction Field Dependence Independence Hypothesis Testing Instructional Effectiveness Learning Strategies Multivariate Analysis Preschool Children Preschool Education Problem Solving Spatial Ability Transfer of TrainingKansas Reflection Impulsivity Scale Preschool Embedded Figures Test logo programing language

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THE INFLUENCE OF STUDENT COMPUTER-OWNERSHIP AND IN-HOME USE ON ACHIEVEMENT IN AN ELEMENTARY-SCHOOL COMPUTER-PROGRAMMING CURRICULUM

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1992年第4期8卷 407-421页

作者： NICHOLS, LM UNIV MARYLAND College Pk MD 20742 USA

The purpose of this study was to investigate the influence of home computer ownership and use on achievement. Ninety-six second graders and seventy-nine fifth graders were taught BASIC programming with homework for three marking periods, and logo programming without homework for one marking period. Pretests were given in both BASIC and logo. Posttests were administered at the end of BASIC and logo instruction. Questionnaires were issued to assess computer use in homework completion. Students were grouped by ability, sex, and computer ownership. Posttest scores for BASIC and logo and BASIC homework score averages were analyzed using ANOVA and ANCOVA (with pretest scores as the covariate). Fifth grade computer owners had significantly (p = .02) higher mean homework scores than nonowners. Among high ability fifth graders, owners outperformed the nonowners on both BASIC and logo posttest scores. Computer use in homework assignments was not as important to achievement as ownership.

关键词： Ability Grouping Academic Achievement Analysis of Covariance Analysis of Variance Comparative Analysis Computer Assisted Instruction Computer Science Education Elementary Education Grade 2 Grade 5 Microcomputers Pretests Posttests programing programing languages Questionnaires Tables (Data)Computer Ownership logo programing language BASIC programing language Home Computers

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EFFECTS OF GUIDED PROGRAMMING INSTRUCTION ON THE TRANSFER OF ANALOGICAL REASONING

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1991年第3期7卷 293-308页

作者： GRANDGENETT, N THOMPSON, A IOWA STATE UNIV SCI & TECHNOL AMES IA 50011 USA

Describes a study conducted at Iowa State University that investigated the effects of using guided programing instruction to train analogical reasoning. Two groups of students are compared who received different types of programing instruction, and the far transfer and the near transfer of instruction are explored. (35 references) (LRW)

关键词： Analogy Analysis of Variance Comparative Analysis Computer Assisted Instruction Computer Science Education Higher Education Hypothesis Testing programing Transfer of TrainingIowa State University Cognitive Abilities Test logo programing language

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THE EFFECTS OF COMPUTER-PROGRAMMING ON PROBLEM-SOLVING SKILLS AND ATTITUDES

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1991年第4期7卷 483-506页

作者： DALTON, DW GOODRUM, DA INDIANA UNIV BLOOMINGTON IN 47401 USA

This study examined the effects of systematic computer programming and problem-solving instruction on problem-solving skills and attitudes. Two hundred seventy-two elementary and junior high students were exposed to one of four computer programming and problem-solving treatments for a period of twenty weeks. Elementary students received programming instruction in logo, while junior high students studied BASIC. Results indicated that computer programming alone was ineffective in teaching problem solving. However, when paired with systematic problem-solving instruction, learners demonstrated significant learning gains.

关键词： Analysis of Variance Computer Assisted Instruction Elementary Education Instructional Effectiveness Intermode Differences Junior High Schools Learning Strategies Multivariate Analysis Pretests Posttests Problem Solving programing Research Needs Skill Development Student Attitudes Tables (Data)BASIC programing language logo programing language

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PROBLEM-SOLVING, INSTRUCTIONAL-METHODS AND logo PROGRAMMING

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1991年第4期7卷 455-467页

作者： AU, WK LEUNG, JP CHINESE UNIV HONG KONG SHA TIN HONG KONG

A study was conducted to investigate the effects of learning logo programming on the transfer of problem solving skills. Sixty children (of 8 to 12 years) were divided into three groups (logo Process-Oriented Group, logo Content-Oriented Group, and Typing Control Group). All children were assessed on a variety of problem solving tasks before and after training. All groups were given twenty-five hours of small-group instruction in either logo programming or typing lessons with a computer. Significant group x prepost interaction was observed in one of the problem solving tasks used in measuring the transfer of problem solving skills from the logo context to a noncomputing context, leading to the conclusion that learning logo with a Process-oriented approach might enhance general problem solving skills. However, much more empirical work will be required before it can be established what conditions will foster the transfer of problem solving skills.

关键词： Analysis of Variance Comparative Analysis Computer Assisted Instruction Elementary Education Foreign Countries Instructional Design Intermode Differences Pretests Posttests Problem Solving Process Education programing Transfer of TrainingHong KongRaven Progressive Matrices Content Learning logo programing language Tower of Hanoi Problem Hong Kong

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FIELD DIFFERENTIATION AND logo PERFORMANCE AMONG ZIMBABWEAN SCHOOLGIRLS

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JOURNAL OF SOCIAL PSYCHOLOGY 1990年第2期130卷 277-279页

作者： WILSON, D MUNDYCASTLE, A SIBANDA, P UNIV ZIMBABWE DEPT PSYCHOL POB MP 167 MT PLEASANT HARARE ZIMBABWE

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关键词： Developing Nations Elementary Secondary Education Females Field Dependence Independence Foreign Countries Intelligence Tests Psychological Studies Racial Differences Social Science ResearchZimbabweZimbabwe logo programing language

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PROGRAMMED ROCKETS - AN ANALYSIS OF STUDENTS STRATEGIES

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 1989年第1期20卷 27-40页

作者： BRNA, P UNIV EDINBURGH DEPT ARTIFICIAL INTELLIGENCE 80 S BRIDGE EDINBURGH EH1 1HN SCOTLAND

The exploration of the dynamics of a body moving in a friction-free environment has been advocated by many educationists. Researchers have discovered that students have several persistent misconceptions about the movement of such bodies. It is believed that exploring computer-based environments that simulate the required physical environment can help students to focus on their misunderstandings and to dispel them. An analysis based, in part, on observations of students using such an environment suggests that students do not necessarily follow a single developmental path. There are some advantages in providing a simple programming language; ideally, different, more sophisticated programming languages are needed. .overlined { text-decoration: overline; } .struck { text-decoration:line-through; } .underlined { text-decoration:underline; } .doubleUnderlined { text-decoration:underline;border-bottom:1px solid #000; } Enhanced Article (HTML) Get PDF (747K)Get PDF (747K) More content like thisFind more content: like this articleFind more content written by: Paul Brna

关键词： Computer Assisted Instruction Computer Games Computer Simulation Diagnostic Teaching Learning Strategies Physics Psychological Studies Science Instruction Secondary Education VelocityDynamics logo programing language Rockets

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COMPUTER EXPERIENCE, SELF-CONCEPT AND PROBLEM-SOLVING - THE EFFECTS OF logo ON CHILDRENS IDEAS OF THEMSELVES AS LEARNERS

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1989年第2期5卷 199-212页

作者： BURNS, B HAGERMAN, A MT HOLYOKE COLL S HADLEY MA 01075 USA

Discussion of achievement motivation and children's ideas about themselves as learners focuses on a study of third graders that examined the effects of logo programing on performance. Incremental and entity theories of intelligence are explained, and treatment of the experimental group and the control group are described. (26 references) (LRW)

关键词： Academic Achievement Achievement Need Analysis of Variance Computer Assisted Instruction Feedback Grade 3 Intelligence Learning Theories Locus of Control Performance Factors Predictor Variables Pretests Posttests Primary Education Problem Solving Self Concept Student AttitudesIntellectual Achievement Responsibility logo programing language

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VERBAL INTERACTION AND PROBLEM-SOLVING WITHIN COMPUTER-ASSISTED COOPERATIVE LEARNING GROUPS

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1989年第1期5卷 1-15页

作者： KING, A CHAPMAN COLL DEPT EDUCORANGECA 92666 USA

Describes study that was designed to explore the verbal interaction and problem solving behaviors occurring within small learning groups of fourth graders working cooperatively on a computer-assisted problem solving task. Ability groupings are described and factors relating to the successful completion of the task are discussed. (28 references) (LRW)

关键词： Ability Grouping Analysis of Variance Cognitive Processes Computer Assisted Instruction Elementary Education Grade 4 Instructional Design Learning Strategies Material Development Microcomputers Peer Groups Problem Solving Psychological Studies Small Group Instruction Success Verbal CommunicationSoftware Development logo programing language

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COMPUTER EDUCATION IN SECONDARY-SCHOOLS IN THE PEOPLES-REPUBLIC-OF-CHINA

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JOURNAL OF RESEARCH IN SCIENCE TEACHING 1988年第6期25卷 493-500页

作者： QI, C BEIJING MED COLL BEIJINGPEOPLES R CHINA

AbstractBased on Ershov's address at the World Conference on Computer Education in 1981, Chinese educators decided that learning computer programming would prepare students for the information age. Accordingly, China introduced microcomputers into secondary schools to prepare students for widespread use of computers in all aspects of society. Microcomputers had already been used to facilitate administration, commerce, and other aspects of *** optional computer‐programming course was initiated in several secondary schools. The experiences in China parallel in many ways the experiences encountered by other countries when computers were introduced. This article reports on the selection, development, and evaluation of the first computer‐programming courses in Ch

关键词： Cognitive Ability Computer Literacy Computers Foreign Countries programing Science Curriculum Science Education Science Education History Secondary Education Secondary School Science Technical EducationChinaBASIC programing language logo programing language China

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