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1.
When learning to program in Logo, many young children experience difficulties using the right and left turn commands. This paper looks at the spatial concepts required for the understanding and manipulation of these commands. We begin by providing an overview of research on children's Logo learning and point to specific problems children have with right and left commands and to related characteristics of standard Logo systems that seem to contribute to these problems. To shed further light on the source of these problems, the psychological-cognitive literature on the development of spatial concepts concerned with the use of frames of reference and obliques is reviewed. It is argued that in order for children to handle meaningful programming projects they need to master a set of prerequisite skills. These skills, involving the development of elaborated and explicated spatial concepts, include a distinction between right and left, the intentional reference to the Turtle as a frame of reference, the assignment of appropriate axes and the application of units of measurement for determining distance and angles. We conclude by suggesting that children need to be exposed to Logo programs designed to facilitate the development of spatial concepts which would enable the successful progression to more complex Turtle Geometry programming tasks. 相似文献
2.
Jeff Bailey 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(2):84-94
A Logo intervention was implemented to improve the language and problem-solving skills of four young mainstreamed children with developmental disabilities. To ensure that the children had a clear concept of Logo, a specially designed scope and sequence curriculum, with instructional aids, was developed. The children were tested in language and cognitive processing and gain scores were analysed after the intervention. While there were no statistically supportable conclusions attesting to the benefit of Logo in language and problem-solving, a qualitative assessment of gains supported the value of the project. 相似文献
3.
Daniel Chartier 《European Journal of Psychology of Education - EJPE》1996,11(4):443-457
Two groups of adults on AFPA pre-qualification training schemes were each exposed to a different programme, explicitly aimed at improving their cognitive skills: Ateliers de Raisonnement Logique/Logical Reasoning Workshops and Logo exercises. They were compared with a control group receiving special treatment, members being informed that they were participating in an experiment. This latter group was exposed, for an essentially similar period, to training in the use of office-work software and computer-assisted education. The three groups were tested, at the beginning and end of the scheme, on a number of cognitive dimensions. The level of self-esteem of participants, their attitude to computers and the internality of their attributions were also evaluated. Results showed: 1) a modest increase in cognitive efficiency in each group at the end of training and ambiguous variations in conative variables; 2) no superiority of the Logo group over the control group; 3) superiority of the ARL group for two cognitive variables of the ten studied (combinatory analysis and perceptive field independence). The extent of the difference was invariably less that one standard-deviation of the distribution of scores. These results, and in particular the absence of transfer of acquisitions, seem insufficient to justify the conclusion of any specific efficacy of this last method. 相似文献
4.
J B Merbler 《American annals of the deaf》1990,135(5):379-383
This article describes a three-phase program for training special education teachers to teach Logo and artificial intelligence. Logo is derived from the LISP computer language and is relatively simple to learn and use, and it is argued that these factors make it an ideal tool for classroom experimentation in basic artificial intelligence concepts. The program trains teachers to develop simple demonstrations of artificial intelligence using Logo. The material that the teachers learn to teach is suitable as an advanced level topic for intermediate- through secondary-level students enrolled in computer competency or similar courses. The material emphasizes problem-solving and thinking skills using a nonverbal expressive medium (Logo), thus it is deemed especially appropriate for hearing-impaired children. It is also sufficiently challenging for academically talented children, whether hearing or deaf. Although the notion of teachers as programmers is controversial, Logo is relatively easy to learn, has direct implications for education, and has been found to be an excellent tool for empowerment-for both teachers and children. 相似文献
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6.
In this case study, a group of nine 4th grade children were introduced to the Logo programming language during three 90-minute sessions over a four-week period. They attended a private university-based laboratory school serving students with various learning disabilities. This project demonstrated that a classic version of Logo captured the students’ interest. It was a viable source of interactive challenge and problem-solving experience that provided students with a great deal of pride, intrinsic reward, enjoyment, and sense of ownership of learning. The process of overcoming obstacles while programming with Logo may be especially beneficial for students with mild disabilities. 相似文献
7.
LOGO语言制作函数图象探讨 总被引：1，自引：0，他引：1
利用LOGO语言的特点、给出一个仅含100来个语句的LOGO程序.它运行时,键入某个函数表达式,程序可立即生成相应的函数图象;这有利于借助直观学习函数,易于理解,便于举一反三.LOGO语言,是设计计算机辅助教学程序的重要语言. 相似文献
8.
吴迪 《邢台职业技术学院学报》2007,24(5):21-23
极坐标法是平面点位测设的方法之一，原理是根据角度确定点的方向，再沿该方向量距离以保证点的唯一性，从而确定点的平面位置。在实际应用过程中，依据极坐标法的原理又派生出不同的方法和技巧，使极坐标法成为一种简单易行、可以灵活应用的测设方法。 相似文献
9.
Rosamund Sutherland 《Educational Studies in Mathematics》1989,20(3):317-344
This paper describes and presents the findings of a study which aimed to trace the development of pupils' use and understanding of algebraic ideas within a Logo programming context relating this to their use and understanding of similar ideas within a non-computational context. The research consisted predominantly of a three year longitudinal case study of four pairs of pupils (aged 11–14) programming in Logo during their normal school mathematics lessons. The data included video recordings of all the case study pulils' Logo sessions, and individually presented Logo and algebra structured interviews. The overall conclusion of this research is that Logo experience does enhance pupils' understanding of algebraic ideas, but the links which pupils make between Logo and algebra depend very much on the nature and extent of their Logo experience. 相似文献
10.
David C. Johnson 《Education and Information Technologies》2000,5(3):201-214
The contribution of programming in the learning of school mathematics has been demonstrated in numerous project and research settings. However, it would appear that this activity has failed to permeate the system on any large and systemic scale.I suggest here that one reason for the current situation is that the exciting developments have not themselves been a required component embedded in a major curriculum theme. Further, the position that the programming environments themselves, e.g., Logo microworlds, would become the school mathematics curriculum has clearly failed to gain the support of the educational system. However, discrete mathematics and algorithmics, a strand within discrete mathematics, provides a natural home for programming. This in turn supports the use of a programming language in mathematical contexts for which pupil designed algorithms can be used to explore concepts and relationships. 相似文献
11.
Chronis Kynigos 《Educational Studies in Mathematics》1993,24(2):177-197
This paper presents a case study investigating the knowledge constructed by two 12 year-old children working with a geometrical Logo microworld allowing the Logo turtle to measure distances, and turns relative to previously constructed points on the plane. A qualitative analysis of data consisting of everything that the children said, typed and wrote on paper during the 15 hours of the research, provided evidence of the children's developing use of concepts belonging to Plane Geometry. The measuring of angular and length quantities, enabled them to conjecture, reflect on and manipulate triangle properties and relations traditionally associated with Euclidean Geometry. Their developing awareness of the existence of geometrical relations in their work, encouraged an increase in their readiness to use and reflect on them. The paper concludes that the generation of learning environments such as the above may well enhance the opportunity for children to form inductive geometrical understandings. 相似文献
12.
Richard Lehrer 《教育心理学家》2013,48(1-2):121-137
Instruction in the Logo programming language proceeds amid increasing concern about its educational value. Proponents claim that Logo-based instruction increases intelligence, whereas critics contend that children learn little about Logo or about anything else during such instruction. Reasoned argument about the pitfalls and prospects of Logo in the classroom requires a common interpretive framework, which is often obscured by the distinct conceptions of intelligence held by proponents and critics. Accordingly, the implications of two different root metaphors of intelligence for the study of Logo-based learning are traced. Development of ideal educational practices and outcomes for Logo learning within each framework follows, with a selected review of research to support some conjectures and refute others. This presentation includes discussion of weak versus strong problem-solving methods, transfer, "powerful ideas," and discovery-based learning. The article concludes with a partition of cognition into cognitive, metacognitive, and epistemic levels, and it relates these to Logo as a strategy for developing thinking. 相似文献
13.
Richard Noss 《Educational Studies in Mathematics》1986,17(4):335-357
This paper examines the extent to which Logo-experienced children are able to mobilise their Logo-based knowledge to construct meaning for elementary algebraic concepts. It reports the results of an exploratory study which was part of a longitudinal investigation of the mathematical environment created through Logo programming. The study aimed at gauging the influence of children's Logo learning in facilitating their conceptualisation of algebraic variable, and their ability to formalise in a non-computational context. 相似文献
14.
Tamara Lemerise Claude Dessurealt Lucille Marcotte 《Educational Studies in Mathematics》1992,23(4):351-382
Résumé Un environnement pédagogique propice à l'acquisition et à l'expression des habiletés procédurales en Logo est mis au point et accueille des enfants de 10–12 ans dans un projet d'une durée de 8 mois. Dans des phases successives de familiarisation et d'évaluation des compétences, on propose aux 10 participants une série de mises en situation requérant la manipulation de procédures en programmation Logo. Une analyse des comportements des enfants en termes de leurs habiletés fines et distinctes permet d'observer leur compétence et intérêt à manipuler des procédures. La discussion met en perspective l'importance des habiletés acquises et retrace les conditions environnementales qui en favorisent et supportent l'expression. Les limites dans les compétences observées sont aussi soulignées, ceci dans une perspective d'identification des étapes encore à parcourir dans la poursuite de l'acquisition et de la maîtrise des habiletés procédurales.
A learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10 to 12 year range. In successive phases of familiarization and evaluation of competence over an eight month period, ten participants were placed in a series of situations that required them to manipulate programming procedures in LOGO. A fine-grained analysis of each of the children's behavior revealed their competence and interest in manipulating procedures. The importance of the acquired skills and the environmental conditions that favor and support their expression are discussed. Limits in the competencies observed are highlighted in order to identify the further steps to be taken in the acquisition and mastery of procedural skills.相似文献
15.
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL. 相似文献
16.
Paul C. Quinn 《Child development》1994,65(1):58-69
3 experiments using the familiarization-novelty preference procedure were conducted to investigate whether 3-month-old infants could form categorical representations of the spatial relations above and below. In Experiment 1, one group of infants familiarized with exemplars depicting a dot in different positions above a horizontal bar displayed a subsequent visual preference for a novel category exemplar (dot below bar) that was paired with a familiar category exemplar (dot in novel position above bar). A second group of infants presented with exemplars in which the dot appeared in variable locations below the bar also responded preferentially to a novel category exemplar (dot above bar) when it was paired with a familiar category exemplar (dot in new position below bar). These preferences did not result from the salience of vertical up-down changes in dot position or the encoding of dot positions relative to an internal horizontal midline (Experiment 3) or from an inability to discriminate the members of each category (Experiment 2), but rather would seem to be a consequence of the ability to represent categorically the spatial relations above and below. The data provide evidence for early categorical organization in human spatial memory. 相似文献
17.
This paper describes an investigation into how the use of Logo affects children's basic knowledge of angle. It shows that teachers should not assume that unstructured use of Logo with a minimum of teacher intervention will have a beneficial effect on children's knowledge of angle and how it is measured. It appears to be the case that children make erroneous adjustments to their conceptual knowledge of angle in order to accommodate the results of an acquired procedural interaction with the computer. 相似文献
18.
In his book Mindstorms (1980) Papert discusses Turtle Geometry as ego-syntonic or fitting the ways of thinking of the child as a geometric knowledge builder. The van Hiele theory (Wirzup, 1976) looks at geometric knowledge building as occuring through a necessary sequence of levels. Thus if Turtle Geometry is ego-syntonic it would seem that one could apply these van Hiele levels to better describe and understand this form of geometry. It is the first purpose of this paper to provide such an analysis.Using Logo to do Turtle Geometry requires that a child (or learner at any level) do geometry through the deliberate use of language. Thus one ought also to be able to relate theoretically levels of language use to Turtle Geometry. It is a second purpose of this paper to relate a language use framework suggested by the work of Frye (1982) to the language activities of Turtle Geometry. 相似文献
19.
Mitchel Resnick 《Interactive Learning Environments》2013,21(3):153-170
Abstract During the past decade, computer scientists have developed dozens of concurrent (or parallel) programming languages. These languages hold the promise of opening up exciting new applications for computers. But that will happen only if people can effectively learn, use, and understand these new languages. To explore these issues, I developed a concurrent extension to Logo (called Multi‐Logo), and conducted an experimental study with a group of elementary school students. The students used MultiLogo to control simple robotic devices built out of LEGO bricks. In analyzing the children's work, I developed three primary categories of MultiLogo programming bugs: problem‐decomposition bugs, synchronization bugs, and object‐oriented bugs. Based on the results, I recommend ways to improve the design and teaching of concurrent programming languages for nonexperts. 相似文献
20.
The study compares the levels of response to angle/rotation problems presented on screen with a Logo microworld with the levels of response to similar problems presented on paper. Pairs of children aged from 9 to 11 who had little or no experience of Logo completed the problems in about 40 minutes. Pairs of children completed the problems over a period of eight weeks. The responses, classified using the SOLO taxonomy (Structure of Observed Learning Outcomes), suggested that the effect of the immediate feedback of the screen turtle heading was to inhibit moves to a higher level of response compared to those levels of response reached when responding to paper tests. 相似文献