ABSTRACT
This chapter examines the social context of learning computer programming. It first describes theoretical perspectives that predict how and when peer-directed learning in small groups may be beneficial for learning. It next describes two studies that 180investigated the relationship between peer interaction and achievement among junior high-school students learning LOGO or BASIC in small groups. Verbal behavior variables related to achievement included giving explanations, giving input suggestions, receiving input suggestions, receiving responses to questions, planning using students’ own words, debugging errors (positively related), receiving no help when needed (negatively related), and verbalizing planning and debugging during conversations with the instructor (not related). Student demographic characteristics, aptitudes, and cognitive style did not predict behavior in small groups. The final sections discuss implications for classroom instruction and describe suggestions for future research.
