ABSTRACT
A summary of a 3-year project investigating the cognitive and attitudinal effects of learning LOGO is presented. Previous studies using a discovery method of teaching LOGO make the assumption that general problem-solving skills will be developed 112and transferred spontaneously. Our research is based on the theoretical viewpoint that more explicit emphasis is needed in the teaching environment on the skills to be developed and how such skills are useful in other contexts. Experimental comparisons of three teaching methods are presented. A structured teaching method produced higher levels of language mastery than an unstructured, although neither group showed consistent evidence of transfer. Comparisons of structured and mediational methods showed no differences in language mastery, but the mediational method was more effective in producing transfer to a near-transfer test. A Computer/School Questionnaire was administered to LOGO-trained and control students. LOGO-trained students showed positive changes in attitudes relative to controls. The implications of the studies for the teaching and learning of computer programming are discussed.
