Students learning to program recursive LISP functions in a typical school-like lesson on recursion were observed. The typical lesson contains text and examples and involves solving a series of programming problems. The focus of this study is on students' learning strategies in new domains. In this light, a Soar computational model of…

This paper describes part of a course for college freshmen entitled "Computation, Reasoning, and Problem Solving," which uses the LOGO programming language to integrate computer programming skills, collaborative problem solving skills, and writing skills. Discussion of the computer programming component includes two of the LOGO problem…

Describes a programming environment called Tinker, in which a beginning programmer presents examples to the machine, distinguishing accidental and essential aspects of the examples. Examples of programming in Tinker are presented in which programmers demonstrate how to handle specific examples and the machine formulates a procedure for handling…

Arguing that the most widespread argument in favor of the teaching of programming concerns its possible impact on generalizable cognitive skills, this paper addresses the "how" of transfer. The outlines of a theory of the mechanisms of transfer are presented, the theory is used to examine the contrasts between certain studies that did…

Discusses whether and how computer programing courses can teach problem solving. Provides results of an integrated set of studies of middle school programing students whose problem solving skills increased in a programing class. Argues that "exemplary" instruction is more efficient than "typical" instruction. Examines the influence of students'…

Discusses constructive ways to use microcomputers as educational aids. Areas considered include software packages with graphics capabilities to help students visualize their work, programs fostering skill development (including problem-solving), microcomputer rentals, use of computers to learn programing languages, and others. (JN)

Considers the impact of learning to program upon the intellectual and personal development of children. The excitement of computer mastery, the usefulness of programing as an introduction to "real world" problem solving, and computer programing as an aid to increased understanding of subject matter are discussed. (JL)

Discusses issues related to how students should use computers in schools. Indicates that using computers as tools leads to further experimentation and new discoveries and that skills learned in the computing process can be used to find innovative ways to solve new problems. (JN)

This study investigated the extent to which participation by high school students in a computer programming course leads to improved critical thinking skills, and whether a significant difference exists in critical thinking skill development between participants in Pascal and BASIC classes. Three groups of high school students were tested using…

Spider World is an interactive program designed to help individuals with no previous computer experience to learn the fundamentals of programming. The program emphasizes cognitive tasks which are central to programming and provides significant problem-solving opportunities. In Spider World, the user commands a hypothetical robot (called the…

A study of correlations between analogical reasoning and Logo programming mastery among female high school students related the results of pretests of analogical reasoning to posttests of programming mastery. A significant correlation was found between analogical reasoning and the ability to write subprocedures for use in several different…

Undergraduates in a computer literacy class were pretested on analogical reasoning skills. One section then received LOGO programing instruction, and the other section received nonprograming instruction on computer uses in education. Posttest results indicated that analogical reasoning skills development is a consequence of LOGO programing and…

This paper presents a four-component instructional design model for the training of complex cognitive skills. In the analysis phase, each skill is broken down into a set of recurrent skills that remain highly consistent over various problem situations, and a set of non-recurrent skills that require variable performance over different situations.…

Under normal instructional circumstances, some youngsters learn programming in BASIC or LOGO better than others. Clinical investigations of novice programmers suggest that this happens in part because different students bring different patterns of learning to the programming context. Many students disengage from the task whenever trouble occurs,…

Describes a study which compared the instructional effectiveness of a team-based, peer-review approach to teaching programing skills to secondary school students, with that of a traditional approach. The discussion covers students' attitudes and programing skills development resulting from the implementation of the experimental approach. (Nine…