ABSTRACT
In the last decade, much has been made of the cognitive benefits of computer programming for children (e.g., Papert, 1980). Students have been taught such programming languages as BASIC and Logo with the goals of increasing their planning abilities, problem-solving skills, and metacognitive awareness of the problem-solving process itself. However, research to date has produced contradictory results concerning the effects of learning to program on the development of children’s complex cognitive skills (Pea & Kurland, 1984). At this point in time, it seems logical to focus research efforts on more basic questions. Specifically, what do children learn about the programming process? And, how do they organize that knowledge in memory?
