Some Prerequisites for Teaching Thinking: Methodological issues in the Study of LOGO Programming

Littlefield, Joan; Delclos, Victor R.; Bransford, John D.; Clayton, Keith N.; Franks, Jeffrey J.

doi:10.1207/s1532690xci0604_4

Cited by 20 publications

(19 citation statements)

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“…It is also similar to what Feuerstein, Rand, and Hoffman (1979) term preparatory mediation in the context of their dynamic assessment procedures. When considered along with the findings of Delclos and Kulewicz (1986) regarding reactive mediational interventions, we can interpret this study as support for a general mediational approach (Delclos & Kulewicz, 1986;Feuerstein et al, 1979;Littlefield et al, 1989). Such an approach regards both proactive and reactive mediation, as well as reflection on the problem-solving process, as critical components of any instructional interaction designed to enhance problem-solving performance.…”

Section: Discussionmentioning

confidence: 58%

Effects of strategy monitoring and proactive instruction on children's problem-solving performance.

Delclos

Harrington²

1991

Journal of Educational Psychology

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Thirty fifth-and sixth-grade students were given extensive proactive instruction on the content of a computer-based problem-solving game called Rocky's Boots. Participants were then divided into three treatment groups that received either problem-solving training, problem-solving and self-monitoring training, or no further training. The monitored problem-solving group solved more complex problems than either of the other two groups, and they took less time to solve those complex problems. The specific impact of the monitoring training is discussed as evidence for the importance of strategy monitoring in learning to solve problems. Results are discussed as evidence of the potential of proactive instruction on problem-solving performance. Preparation of this article was supported by a research leave sponsored by the Research Fund of the Faculty of Liberal Arts and Sciences of Tulane University. We wish to thank two anonymous reviewers for invaluable comments on earlier drafts of the manuscript.

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Section: Discussionmentioning

confidence: 58%

Effects of strategy monitoring and proactive instruction on children's problem-solving performance.

Delclos

Harrington²

1991

Journal of Educational Psychology

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“…Currently, the movements of situated and distributed cognition emphasize, that the performance of an individual problem solver is based on the social and the cultural determinant, not only on cognitive processes [19,20]. Although this idea has been allowed in general there are few studies of this interaction [11,21]. This study tries to solve this methodological problem by applying Clements and Nastasi's [1] model of problem solving.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Pupils' Problem-Solving Processes in a Complex Computerized Learning Environment

Suomala

Alajääski

2002

Journal of Educational Computing Research

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The study examines fifth-grade Finnish pupils' problem-solving processes in a complex technology-based learning environment. The subjects were pupils in two primary schools (N = 88). The pupils were divided into two learning groups (a mediated and a discovery group) for a 20-hour-long teaching period. The mediated group (n = 42) received teaching according to the mediated model, whereas the discovery group (n = 46) was taught according to the discovery model. The teaching period consisted of merry-go-round and robot-projects. After the teaching period, the pupils participated in an experimental phase, which consisted of an open problem-solving task. The task comprised programming the robot constructed during the teaching period to follow a certain route. The pupils' problem-solving processes were videotaped and the subsequent analysis was based on measures developed by Clements and Nastasi [1]. The analysis focused on the occurrences of the cognitive conflict solving, cooperation with the teacher, and explicit planning. In addition, the relationship of problem-solving to gender was analyzed. The study also reports the analyses of the features of the Logo programs developed *This work has been made possible by support from the UCRET (User's Cognitive Resources Evoking Technology) project, STEMA (Science, Technology and Mathematics 2002 in Rauma) project and Finnish Cultural Foundation. UCRET project is funded by the Finnish Information Research Programme of the Academy of Finland, and STEMA project is funded by the Finnish Ministry of Education.155  2002, Baywood Publishing Co., Inc.by the pupils in the experimental phase and their relationship to the pupils' problem solving processes. The results of the study indicate that learning model and gender account for group differences in problem solving processes of the pupils. The results are interpreted as supporting the validity of the discovery learning, when pupils are solving problems in a progressive learning environment. OBJECTIVESTraditional problem-solving research is concerned with individuals, cognitive processes derived from well-defined and relatively lean experiments [2]. Most studies of problem-solving attempt to minimize-at every stage of the discovery process-the mutual influence of cognition and context for the sake of experimental rigor [3,4]. The first goal of this study is to extend the scope of earlier studies by investigating problem-solving in a context that requires a rich interaction of the processes of the social, motivational, and cognitive aspects of problem-solving. While previous studies have verified the beneficial effects of the educational use of a computer to the pupils' problem-solving processes in a structural problem-solving situation [5], little is known at present of the effects of different types of teaching/learning methods in a complex computerized problem-solving situation. Therefore, the second goal of this study is to compare the effects of the mediated model of learning and the discovery model of learning on pupils' probl...

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“…The findings to date remain inconclusive. Although some studies (Clements, 1990;Klahr & Carver, 1988) reported positive results, others (Gorman & Bourne, 1983;Littlefield, Delclos, Bransford, Clayton, & Franks, 1989; described difficulties in achieving such forms of transfer. In reviews of this literature (cf.…”

Section: Three Theories From Mindstormsmentioning

confidence: 99%

The Children's Machine: Rethinking School in the Age of the Computer (book)

O’Shea¹,

Koschmann²

1997

Journal of the Learning Sciences

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Some Prerequisites for Teaching Thinking: Methodological issues in the Study of LOGO Programming

Cited by 20 publications

References 18 publications

Effects of strategy monitoring and proactive instruction on children's problem-solving performance.

Effects of strategy monitoring and proactive instruction on children's problem-solving performance.

Pupils' Problem-Solving Processes in a Complex Computerized Learning Environment

The Children's Machine: Rethinking School in the Age of the Computer (book)

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