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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.
Dr. Joel Hillel Dr. Carolyn Kieran Dr. Jean-Luc Gurtner 《Educational Studies in Mathematics》1989,20(1):1-39
This paper describes a year-long study of the way a group of six 12-year-old children went about solving a special class of geometric problems, using a computer and a limited set of Logo programming tools. We examined children's solution strategies from the perspective of whether the strategies led to insights about the underlying mathematical relations. It was found that the feedback aspect of the computer graphics screen encouraged solution strategies that were qualitative and driven by visual data, rather than being based on explicit or implicit relations. These visually based strategies did not lead to the kind of mathematization of problem-situations that we as mathematics educators would like to see and, in fact, seemed to be a barrier to the development of higher levels of geometric thinking. 相似文献
3.
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
4.
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
5.
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
6.
N. J. Yelland 《Gender and education》1994,6(1):19-34
This article describes an investigative pilot study that was carried out with six children (mean age 6 years and 8 months) who worked in one of three gender pairs (girl/girl, boy/boy and boy/girl) to solve tasks with the floor and screen versions of the Logo turtle. The study revealed that when young children work collaboratively in Logo tasks, there may be initial differences in performance, based on gender, whereby the performance of the girls is less economic in terms of the number of moves made and the time taken to task completion, and more accurate in relation to the number of errors made and their ability to reproduce specific items. It is suggested that the extent and nature of the differences will vary according to the task format and with experience in the domain. The study provides qualitative information about the strategies and interactions of young children in a novel problem‐solving context. As such, the study has important practical implications for the organisation of learning opportunities related to the use of computers in early childhood environments, since it highlights the need to describe performance in the context of the task used and over a reasonable period of time. 相似文献
7.
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
8.
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
9.
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
10.
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
11.
12.
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
13.
The present study extends earlier work on parental teaching style by making the task to be completed less structured, extending parent-child interaction over a 2 week time period, and equalizing the expertise of the parent relative to the child. Additionally, the study examines the effects of parental intrusiveness on a subsequent task. Subjects were 22 Caucasian middle class parent-child dyads. Audiorecordings were taped over a 2-week period while dyads were learning aspects of Logo computer programming. Even in this prolonged nonspecific learning situation, in which parents were encouraged to proceed at the child's pace, parents were overwhelmingly directive. Additionally, children of directive parents performed best on a subsequent generalization task. 相似文献
14.
Lawrence B. Flick 《科学教学研究杂志》1990,27(3):219-231
How do children solve force and motion problems in computer simulations without explicit knowledge of the underlying physics? This question was addressed by saving the keystroke input of 19 sixth-grade children in computer memory as each interacted with a simulated, frictionless object using Logo turtle-graphics. The keystroke sequences were first used to determine subject performance on the gamelike features of the simulation. A second analysis used the Newtonian structure of the program to investigate alternative methods for controlling turtle velocity. Five boys and five girls were interviewed during the simulation concerning the perceived relationship between keyboard input and turtle behavior. Subjects who could clearly state some keyboard effects did not score high on either computer analysis, yet achieved the most general solutions of the computer problem. They did so by exploring turtle behavior under a greater variety of conditions than the subjects who achieved partial solutions. For the successful subjects, the turtle was related by analogy to useful information from existing conceptions of motion. 相似文献
15.
16.
Niki Filippaki Yannis Papamichael 《European Journal of Psychology of Education - EJPE》1997,12(3):235-247
Recent research concerning the understanding of geometrical concepts, such as the concept of angles, shows that children of pre-school age, as far as it concerns problems of angle comparison, systematically focus on visual comparative procedures. We suggest, however, that social interaction of a child having the role of tutor in diverse guided environments, could allow the building of this concept in the nursery school on strategies that have formed in natural settings. Sixty-four (64) subjects were accessed according to their performance in a test of angle comparison. They were introduced for an equal period to two experimental guidance conditions. In the first condition, the code of guidance is exclusively verbal and, in the second, the symbolic code of the Logo environment suceeds the verbal communication. Results show, on one hand, much more systematic improvement in a subjects performance where different contexts of guidance were used. On the other hand, in the verbal guidance experimental condition, children’s correct answers showed a dinstinct progress to the stage of finally advancing their performance. 相似文献
17.
This study investigated the relationship of locus-of-control orientations and task structure to the science problem-solving performance of 100 same-sex, sixth-grade student pairs. Pairs performed a four-variable problem-solving task, racing cylinders down a ramp in a series of trials to determine the 3 fastest of 18 different cylinders. The task was completed in one of two treatment conditions: the structured condition with moderate cuing and the unstructured condition with minimal cuing. Pairs completed an after-task assessment, predicting the results of proposed cylinder races, to measure the ability to understand and apply task concepts. Overall conclusions were: (1) There was no relationship between locus-of-control orientation and effectiveness of problem-solving strategy; (2) internality was significantly related to higher accuracy on task solutions and on after-task predictions; (3) there was no significant relationship between task structure and effectiveness of problem-solving strategy; (4) solutions to the task were more accurate in the unstructured task condition; (5) internality related to more accurate solutions in the unstructured task condition. 相似文献
18.
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
19.
《学校用计算机》2013,30(2):57-64
This Study investigated whether or not generalized learning experiences with Logo would yield enhanced understanding of relative position and direction for fifth and sixth graders. It was assumed that manipulating the Logo turtle would benefit students in these important geography skills. After one school year of Logo instruction the treatment group outperformed the control group on three of four measures of relative position and direction skills, one of which was statistically different. 相似文献
20.
Celia Hoyles 《Educational Studies in Mathematics》1985,16(2):205-214
This paper sets out the implications of using pupil-pupil discussion within mathematics classrooms and describes the different
ways that such discussion might promote mathematical understanding. It distinguishes the following aspects of a discussion:
the organisation and articulation of one's own ideas for oneself; the elaboration of one's own ideas for communication to
another; the dynamic feedback inherent in dialogue; and the creation of cognitive conflict and an awareness of the need for
decentration. The paper then presents a framework within which discussion could most usefully take place, and the learning
of the computing language, Logo, is presented as an example of a context which could satisfy the criteria suggested. 相似文献