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22nd International Conference on 3D Web Technology

作者： Yeh, Andy Queensland Univ Technol Brisbane Qld Australia

ISBN: (纸本)9781450349550

This paper introduces an online 3D modeling environment named VRMath2 and discusses its applications. VRMath2 utilises a logo programming language with a set of extended 3D primitives, to create 3D contents (in HTML5 format) in most modern web browsers. The 3D contents are rendered by X3DOM and VRMath2 can then export and publish the 3D contents in X3D format onto web pages. VRMath2 is an educational application and was originally designed for learning about 3D geometry. After the development in the last four years, its applications have now included science, technology, engineering and mathematics (STEM) education, largely due to its nature of programming driven 3D modeling.

关键词： logo programming language X3D HTML5 STEM education

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Atari Introduction to logo

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2016年

Atari Introduction to logo by Atari; published by

关键词： atari atari 400 atari 800 atari 8-bit atari club med atari logo english language processing introduction logo graphics logo programming language

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Amiga logo Tutorial and Reference

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2016年

Amiga logo Tutorial and Reference by Carl Sassenrath; published by

关键词： amiga amiga manuals logo programming language reference tutorial

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Reflective teaching of logo

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JOURNAL OF THE LEARNING SCIENCES 1999年第2期8卷 245-289页

作者： Lehrer, R Lee, M Jeong, A Univ Wisconsin Dept Educ Psychol Wisconsin Ctr Educ Res Madison WI 53706 USA

A long-term instructional experiment assessed the cognitive consequences of reflective teaching practices, compared to inquiry teaching practices, on the acquisition and transfer of logo computer programming for 2nd- and 5th-grade students. Inquiry teaching represented previous "best practices" in which teachers elicited predictions, asked leading questions, and assisted students when they encountered programming impasses. Reflective teaching modified inquiry teaching by explicit encouragement of a design stance where students assumed roles as potential designers of logo as well as actual roles as the designers of their own programs for peer audiences. Other tools for reflection included writing summaries of their programming experiences, using programming templates, and working with "microworlds" that helped students objectify their experiences with logo. Multiple levels (syntactic, semantic, schematic, strategic, and beliefs) of logo knowledge were measured during and after instruction. Between-group differences over repeated measures consistently favored the group participating in reflective instruction. However, rather than simple differences on every measure, the pattern of mean differences over time was most consistent with Mayer's (1985) proposal of a chain of cognitive consequences regulating the acquisition of logo. Moreover, participation in the reflective context facilitated general transfer of specific skills like debugging and summarization for both grades, but no differences in general transfer were observed between instructional conditions for skills not explicitly targeted for instruction. Children participating in the reflective context developed beliefs about programming practices that were tightly coupled with their performances. This tight coupling underscores the reciprocal relation between the social and the individual in the acquisition and transfer of cognitive skill.

关键词： Cognitive Development Elementary Education Grade 2 Grade 5 Inquiry Learning Theories programming programming languages Teaching MethodsReflective Practice logo programming language

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A cybernetic approach to study the learnability of the logo turtle world

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第2期19卷 191-221页

作者： Ippel, MJ Meulemans, CJM Leiden Univ NL-2300 RA Leiden Netherlands

Research has demonstrated that children experience great difficulty in gaining mastery of the syntax and the semantic structure of the logo programming environment. The study presented in this article tests the hypothesis that simplification of the semantic structure will facilitate semantic understanding and acquisition of syntax knowledge within the logo Turtle World. Two microworlds were designed to carry out the same class of tasks using an identical set of basic commands, but comprising a different semantic structure. They were designed applying the theory of automata and abstract languages. The article demonstrates that different formal grammars can be formulated from one set of terminal symbols (i.e., basic commands of the logo Turtle World). Furthermore, it demonstrates how different finite-stare machines correspond with these different grammars. In this study, two finite-state machines are defined: a one-state machine (ORTHO-1) and a four-state machine (ORTHO-4). Both machines can produce analogous rectangular figures in response to sequences of input symbols chosen from an identical input alphabet. Each of these abstract machines was physically realized as a computer-based microworld similar to the logo Turtle World. In an experiment with second and third grade children, it was found that the semantically simpler microworld (i.e., ORTHO-1) produced better semantic understanding as well as better mastery of the syntax of the input commands. The result occurred despite the fact that these microworlds used identical input commands.

关键词： Computer Assisted Instruction Foreign Countries Grade 2 Grade 3 Hypothesis Testing Microworlds Primary Education Semantics SyntaxNetherlandsNetherlands Automata Theory logo programming language

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The effect of hypermedia authoring on elementary school students' creative thinking

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1998年第1期19卷 27-51页

作者： Liu, M Univ Texas Dept Curriculum & Instruct Austin TX 78712 USA

Promoting creative thinking in children has been an issue of critical importance to educators. Research shows that appropriate uses of computer programs such as word processing, computer imaging, and logo programming have the potential to enhance children's creativity. Little is known, however, about the impact of hypermedia technology on children's creative thinking. This study examined whether engaging elementary school students in hypermedia authoring would promote their creative thinking. It was found that after engaging in an extended period of hypermedia authoring, the fourth graders increased their creativity scores in a number of areas. The low and intermediate ability students appeared to benefit from the hypermedia authoring environment more than the high ability students and working collaboratively on the hypermedia authoring projects enabled students to demonstrate higher creativity scores than when working individually. The findings are consistent with research on hypermedia and creativity with logo in showing that by offering a new dimension for expressing thoughts and encouraging novel ways of presentation, hypermedia authoring is another way to facilitate children's cognitive development and promote their motivation toward learning.

关键词： Ability Grouping Academic Ability Analysis of Variance Authoring Aids (programming) Classroom Observation Techniques Computer Uses in Education Creative Thinking Creativity Elementary Education Evaluation Methods Hypermedia Interviews Pretests Posttests programming programming languagesCollaborative Learning logo programming language Torrance Tests of Creative Thinking

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Information technology in the mathematics National Curriculum: policy begets practice?

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 1997年第4期28卷 244-256页

作者： Andrews, P MANCHESTER METROPOLITAN UNIV FAC COMMUNITY STUDIES LAW & EDUC799 WILMSLOW RDMANCHESTER M20 2RRLANCSENGLAND

185 secondary teachers of mathematics responded to a questionnaire asking them to rate their competence with and classroom use of databases, spreadsheets, logo and Basic, In addition they were invited to offer curricular justifications for each of the four pieces of software, Overall there was a nide spread of competence with, and classroom use of, all four pieces of software, Databases were perceived to have limited curricular value with justifications focusing on narrow aspects of data handling, logo was viewed positively with justifications addressing issues such as motivation and covering a range of geometric al topics, Spreadsheets were seen as the most versatile software with justifications being spread across a range of curriculum areas, with few exceptions Basic was dismissed as being of little use, Competent teachers who used software regularly tended to have shorter lengths of service, better qualifications and were more likely to be male than female, The converse tvas also found to be true.

关键词： British National Curriculum Computer Assisted Instruction Computer Literacy Computer Software Computer Uses in Education Databases Educational Practices Educational Technology Foreign Countries Information Technology Mathematics Curriculum Mathematics Teachers Secondary Education Spreadsheets Teacher QualificationsCurriculum Councils BASIC programming language logo programming language

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Encouraging young children's thinking skills with logo

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Childhood Education 1995年第3期71卷 152-155页

作者： Yelland, Nicola J [a] Queensland University of Technology Centre for Applied Studies in Early Childhood Australia

As problem solving skills become more integral to mathematics, teachers are turning their attention to the development of higher order thinking skills. The use of logo, a computer programming language, to teach child... 详细信息

关键词： Cooperative Learning Creativity Early Childhood Education Elementary School Students Logical Thinking programming Thinking SkillsHigher Order Thinking Skills logo programming language

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A cognitive processing account of individual differences in novice logo programmers' conceptualisation and use of recursion

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1995年第3期13卷 211-226页

作者： Gibbons, P AUSTRALIAN CATHOLIC UNIV POB 201CASTLE HILLNSWAUSTRALIA

This article describes a study which investigated individual differences in the construction of mental models of recursion in logo programming. It was hypothesized that differences in individuals' cognitive profiles would be reflected in differences in their computer programming problem solving behavior. The learning process was investigated from the perspective of Norman's mental models theory and employed diSessa's ontology regarding distributed, functional, and surrogate mental models. Analysis of the processes underlying mental model construction and of individual differences in these processes was based on the Luria model of brain function with particular regard to the relative contribution of simultaneous and successive cognitive processing abilities to conscious mental activity. Results generally confirmed predictions regarding the involvement of these abilities in the manifestation of individual differences in the stages of conscious mental activity contributing to the progressive development of mental models of recursion.

关键词： Case Studies Comparative Analysis Higher Education Individual Differences Learning ProcessesMental Models Ontology Brain Functions Recursive programming logo programming language Theoretical Analysis Luria (A R)

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COMPUTER ENVIRONMENTS FOR LEARNING GEOMETRY

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 1994年第2期10卷 173-197页

作者： CLEMENTS, DH BATTISTA, MT KENT STATE UNIV KENT OH 44242 USA

Given their graphic capabilities, computers may facilitate the construction of geometric concepts. Comparative media research, however, reveals few differences between media;alterations in curricula or teaching strategies might also explain the positive results of many studies that compare computer to noncomputer media. Yet, there remain certain computer functions that noncomputer media may not easily duplicate. This article reviews research to describe such functions of construction-oriented environments and to evaluate their unique contributions to students' learning of geometry. Implications for the design of geometric computer environments for geometry education are drawn.

关键词： Computer Assisted Instruction Computer System Design Courseware Elementary School Mathematics Geometric Constructions Geometry Literature Reviews Mathematics InstructionTheoretical Analysis logo programming language

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