Mindstorms or a storm in a teacup? A review of research with Logo

Yelland, Nicola

doi:10.1080/0020739950260607

Cited by 17 publications

(9 citation statements)

References 47 publications

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“…Crucially Salomon and Perkins (1989) suggest that the Logo programming projects that demonstrated more positive 'transfer' effects promoted mindful abstraction of learning outcomes. This relates, of course, to the role of the teacher and many researchers highlight that this is critical not least to make explicit and systematic links to pupil's existing mathematical knowledge and experiences (Clements 1985(Clements , 1999Clements and Sarama 1997) as well as in facilitating their pupils' discovery and understanding of the powerful ideas they encounter within a programming environment such as Logo (Yelland 1995;McCoy 1996).…”

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

147

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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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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

147

View full text Add to dashboard Cite

show abstract

“…In addition to "robotics" and "STEM" outcomes, robotics also has impact on children's social skills. Social learning is one of the learning outcomes, may be the most beneficial one of robotics studies and this subject has been worked since Logo which is ancestor of today's Lego Mindstorms NXTs (Yelland, 1995a). Some of the studies focused on types of interactions inside the groups (Denis & Hubert, 2001), some of them resulted as robotics helps children developing teamwork skills (Johnson, 2003) and the learning is more fun at environments that allows social interaction (Panadero, Román, & Kloos, 2010;Robinson, 2005).…”

Section: Social Skillsmentioning

confidence: 99%

Design and development issues for educational robotics training camps

Üçgül

Çağıltay

2013

Int J Technol Des Educ

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The aim of this study is to investigate the critical design and development issues for educational robotics training camps. More specifically, the purpose of the study is to explore and describe critical design issues for educational robotics training camps, illustrating how each factor affects robotic camps and enlightening how these factors should be implemented for the design of a robotic training camp. For this purpose, two robotic training camps were organized with elementary school students. Thirty children attended the first camp and twenty two children attended to the second one. The research design was qualitative in nature, more specifically; multiple-case design approach was used. Interviews with children and instructors, observations, field notes, and camp evaluation forms were the data collection methods. The data were analyzed through the qualitative data analysis techniques. The data were categorized under emerged themes, learning outcomes, evaluation of the camps' components, career, group issues, competition, coaching, technical issues, challenges and camp duration. Some prominent findings of the study are; the instruction strategy for a robotics camp should be designed from simple to complex. The most effective and liked part of the camps are project studies, therefore projects studies should be encouraged at robotic camps. Robotics training camps should give chance to practice to the children v what they have learned at schools. The group size should be arranged that every child in the group should have duties at any time. The study was concluded with a robotics camp design guideline and a sample robotic training camp curriculum.

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“…Undoubtedly, the epitome of a programming language created specifically for educational purposes is Logo (Papert 1980(Papert /1993. Since its development in the early 1970s, it evolved over the years and was expanded with sophisticated features (e.g., user-friendly interfaces, debugging tools and feedback support, multimedia manipulation functions), and became subject of numerous studies worldwide (e.g., Clements 1990;Yelland 1995).…”

Section: Young Children and Programmingmentioning

confidence: 99%

Making Sense by Building Sense: Kindergarten Children’s Construction and Understanding of Adaptive Robot Behaviors

Mioduser

Levy

2010

Int J Comput Math Learning

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This study explores young children's ability to construct and explain adaptive behaviors of a behaving artifact, an autonomous mobile robot with sensors. A central component of the behavior construction environment is the RoboGan software that supports children's construction of spatiotemporal events with an a-temporal rule structure. Six kindergarten children participated in the study, three girls and three boys. Activities and interviews were conducted individually along five sessions that included increasingly complex construction tasks. It was found that all of the children succeeded in constructing most such behaviors, debugging their constructions in a relatively small number of cycles. An adult's assistance in noticing relevant features of the problem was necessary for the more complex tasks that involved four complementary rules. The spatial scaffolding afforded by the RoboGan interface was well used by the children, as they consistently used partial backtracking strategies to improve their constructions, and employed modular construction strategies in the more complex tasks. The children's explanations following their construction usually capped at one rule, or two condition-action couples, one rule short of their final constructions. With respect to tasks that involved describing a demonstrated robot's behavior, in describing their constructions, explanations tended to be more rule-based, complex and mechanistic. These results are discussed with respect to the importance of making such physical/computational environments available to young children, and support of young children's learning about such intelligent systems and reasoning in developmentally-advanced forms.

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Mindstorms or a storm in a teacup? A review of research with Logo

Cited by 17 publications

References 47 publications

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

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

Design and development issues for educational robotics training camps

Making Sense by Building Sense: Kindergarten Children’s Construction and Understanding of Adaptive Robot Behaviors

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