Effects of Logo computer programming experience on problem solving and spatial relations ability

Miller, Raymond B.; Kelly, Gwendolyn N.; Kelly, Joseph T.

doi:10.1016/0361-476x(88)90034-3

Cited by 39 publications

(25 citation statements)

References 7 publications

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“…Alternatively, the very act of practicing programming may cause an increase in spatial ability. The task of learning to program has been shown to cause students to become more field independent (Cathcart, 1990), and improve their mental rotation ability (Miller, Kelly, & Kelly, 1998). However, these results were found when teaching Logo to schoolchildren; Logo programming requires children to imagine orientating with the turtle, a form of mental rotation (Miller et al, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…The task of learning to program has been shown to cause students to become more field independent (Cathcart, 1990), and improve their mental rotation ability (Miller, Kelly, & Kelly, 1998). However, these results were found when teaching Logo to schoolchildren; Logo programming requires children to imagine orientating with the turtle, a form of mental rotation (Miller et al, 1998). It would be interesting to give university students a pre-and posttest to see if an intensive programming course resulted in any improvement in mental rotation ability.…”

Section: Discussionmentioning

confidence: 99%

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Spatial Ability and Learning to Program

Jones¹,

Burnett²

2008

Human Technology

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Spatial Ability and Learning to Program

Jones¹,

Burnett²

2008

Human Technology

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“…Following this paradigm, Papert (1980Papert ( , 1993, for instance, illustrated how suitably designed Logo experiences could stimulate children's cognitive development and offer them the opportunity to explore Bpowerful ideas^related to mathematics. He cited many potential benefits of Logo programming from the learning of mathematics which included specific concepts such as angles, degrees and variables, as well as more general problem-solving strategies like decomposition and debugging (Miller et al 1988). Clements and Sarama (1997) also highlighted the opportunities Logo could provide children to manipulate concrete instances of mathematical ideas, to facilitate connections between concrete experiences and more abstract mathematics as well as allowing children to use mathematics in ways that are more personally meaningful to them.…”

Section: History Of Programming and Mathematics Learning For Childrenmentioning

confidence: 99%

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Benton

Hoyles

Kalaš

et al. 2017

Digit Exp Math Educ

146

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In this paper we present the background, aims and methodology of the ScratchMaths (SM) project, which has designed curriculum materials and professional development (PD) to support mathematical learning through programming for pupils aged between 9 and 11 years. The project was framed by the particular context of computing in the English education system alongside the long history of research and development in programming and mathematics. In this paper, we present a Bframework for action^(diSessa and Cobb, Journal of the Learning Sciences, 13, 77-103, 2004) following design research that looked to develop an evidence-based curriculum intervention around carefully chosen mathematical and computational concepts. As a first step in teasing out factors for successful implementation and addressing any gap between our design intentions and teacher delivery, we focus on two key foundational concepts within the SM curriculum: the concept of algorithm and of 360°total turn. We found that our intervention as a whole enabled teachers with different backgrounds and Digit Exp Math Educ (2017) 3:115-138 DOI 10.1007/s40751-017-0028-x The research reported in this paper forms part of a larger project, the ScratchMaths project 2014-17 funded by the Educational Endowment Foundation. The project is being independently evaluated following a randomized control trial model involving over 100 primary schools across England. Department of Informatics Education, Comenius University, Bratislava, Slovakia levels of confidence to tailor the delivery of the SM in ways that can make these challenging concepts more accessible for both themselves and their pupils.

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“…Logo is an interpreted language with descriptive error messages. Since Logo was the first proposal in such a field, many studies have been conducted in order to somehow measure the effects that learning programming -and thus developing computational thinking-have on the development of other cognitive abilities (Clements, 1987;Clements & Gullo, 1984;Miller, Kelly, & Kelly, 1988;Nastasi, Clements, & Battista, 1990;Statz, 1973).…”

Section: Tools For Computational Thinkingmentioning

confidence: 99%

Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo

Segredo

Miranda

León

2017

Education in the Knowledge Society

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ResumenLa transformación de la educación tradicional en una educación "SMART" (del inglés, "Sensitive, Manageable, Adaptable, Responsive and Timely") implica la modernización integral de todos los procesos educativos. Para dicha transformación, la incorporación de nuevas pedagogías se vuelve imprescindible a nivel metodológico, mientras que el uso de entornos interactivos e inteligentes de aprendizaje supone un hito fundamental a nivel tecnológico. En cualquier caso, el objetivo último de esta transformación es formar y transformar a los estudiantes del futuro para que desarrollen habilidades del siglo XXI y puedan convertirse así en ciudadanos de nuestro mundo en continuo cambio. La tecnología y las computadoras son un aspecto esencial para esta modernización, no solo en términos de soporte tecnológico, sino también en términos de ofrecer nuevas metodologías para el desarrollo de nuevas pedagogías y habilidades. En este contexto, el pensamiento computacional aparece como un mecanismo prometedor para fomentar estas nuevas competencias básicas, ya que ofrece herramientas que se ajustan a los intereses del alumnado y les da la posibilidad de comprender mejor los fundamentos de nuestra sociedad y de los entornos basados en las Tecnologías de la Información y la Comunicación (TIC). En este trabajo, planteamos la necesidad de realizar un esfuerzo para fomentar el desarrollo del pensamiento computacional como una oportunidad para transformar las pedagogías tradicionales en metodologías adaptadas al futuro. Además, presentamos una visión general sobre el pensamiento computacional y analizamos el estado actual de la educación "SMART", haciendo hincapié en la falta de metodologías que permitan apoyar esta transición. Por último, proporcionamos -a aquellos educadores interesados en conseguir un cambio real-información sobre iniciativas dedicadas a la difusión o promoción del pensamiento computacional; herramientas o materiales de apoyo para el desarrollo del pensamiento computacional entre los estudiantes; así como una síntesis de las experiencias y los resultados existentes en relación a la aplicación del pensamiento computacional en entornos educativos. AbstractThe transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it ...

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Effects of Logo computer programming experience on problem solving and spatial relations ability

Cited by 39 publications

References 7 publications

Spatial Ability and Learning to Program

Spatial Ability and Learning to Program

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo

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