Logo Programming and Problem Solving
Erstpublikation in: Paper presented at an American Educational Research Association Symposium (Montreal, Canada, April 1983) as "Chameleon in the Classroom: Developing Roles for Computers."
- systematic developmental research documenting what children are learning as they learn to program is necessary;
- Logo is cognitively complex beyond its early steps and difficult to learn without instructional guidance;
- the pedagogical fantasy that Logo can serve as a stand-alone center in classrooms for learning programming and thinking skills does not work;
- 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
- it is necesary to develop an instructional science for teaching programming and to rethink the educational goals programming is meant to fill.
I would like to make five points which will be explicated in the remainder of this paper:
- Systematic developmental research documenting what children are learning as they learn to program is necessary, rather than existing anecdotes. Our studies focus on Logo because it is a programming environment that is exciting to many educators, it has great potential for introducing children to many of the central concepts involved in programming and problem solving, and because grand claims have been made for how it promotes learning to program, as well as metacognitive skills such as planning and strategic problem solving.
- Logo is cognitively complex beyond its early steps, and quite difficult to learn without instructional guidance, even if students are intellectually engaged with that learning. While the semantics and syntax of Logo are readily learned, the pragmatics - how to arrange lines of legal programming code to achieve specific ends - is a great challenge.
- The pedagogical fantasy (e. g., Byte, August 1982; Papert, 1980) - that Logo can serve as a stand-alone center in classrooms for learning programming and thinking skills - does not work. Teacher training will be necessary for programming skills to develop very far, and problem-solving skills may need to be taught directly rather than assumed to emerge spontaneously from learning Logo.
- After a year's experience of programming in Logo, following the discovery-learning pedagogy advocated for Logo, two classes of 25 children (8- to 9-year-olds, 11- to 12-year-olds), each with six computers, did not display greater planning skills than a matched group who did not do Logo programming.
- We need to develop an instructional science for programming if that is what we wish children to learn, but we also need to rethink, in ways suggested by Midian Kurland, the educational goals that programming is meant to fulfill.
Dieser wissenschaftliche Zeitschriftenartikel erwähnt...
KB IB clear
|D. Midian Kurland, Seymour Papert, Roy Pea|
KB IB clear
Problemlöseargument: Informatikkenntnisse helfen auch beim Lösen von Problemen ausserhalb der Informatikproblem solving argument: knowledge in computer science fosters problem solving
Problemlösekompetenz ist domänenspezifisch
KB IB clear
|Computercomputer, Entdeckendes Lerneninquiry learning, Kinderchildren, Lernenlearning, LOGO (Programmiersprache)LOGO (programming language), Problemlösefähigkeitproblem solving skills, Programmierenprogramming, Schuleschool, Verstehenunderstanding|
Dieser wissenschaftliche Zeitschriftenartikel erwähnt nicht...
- Language‐Independent Conceptual «Bugs» in Novice Programming (Roy Pea) (1986)
- Computational Thinking Patterns ( Andri Ioannidou, Vicki E. Bennett, Alexander Repenning, Kyu Han Koh, Ashok R. Basawapatna) (2011)
- Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) (2017)
Volltext dieses Dokuments
|Logo Programming and Problem Solving: Artikel als Volltext (: , 252 kByte; : 2018-03-11)|
|Logo Programming and Problem Solving: Artikel als Volltext (: , 252 kByte; : )|
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