Development and Evaluation of the "Thinking with LOGO" Curriculum.

Autor/inn/en	Missiuna, Cheryl; und weitere
Institution	Calgary Board of Education (Alberta).
Titel	Development and Evaluation of the "Thinking with LOGO" Curriculum.
Quelle	(1987), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Curriculum Development; Curriculum Evaluation; Elementary Education; Foreign Countries; Intermode Differences; Metacognition; Problem Solving; Programing; Transfer of Training; Canada + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Elementarunterricht; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Training; Transfer; Ausbildung; Kanada
Abstract	This report describes a curriculum for the transfer of problem solving skills from the LOGO computer programming environment to the real world. This curriculum is being developed in the Calgary, Alberta, Canada schools for children in grades 1-6. The completed curriculum will consist of six units, one to be taught at each grade level: (1) "Orientation in Space," which introduces first grade pupils to the use of systematic search strategies as a method of exploring their world; (2) "Organization," for grade 2, which emphasizes the organization of information in order to develop a plan; (3) "Comparison," which focuses on the skill of comparative behavior for third-grade students; (4) "Analytic Perception," for grade 4, is still in progress; (5) "Inductions," for grade 5, which teaches strategies for identifying patterns and discerning relationships among objects or events; and (6) "Deduction," is still in progress, for students in grade 6. An outline of a typical lesson is provided, including the introduction, independent student activity, discussion and summary, and a statement of metacognitive strategy and generalization. A pilot project undertaken to evaluate the effectiveness of the curriculum is also described. The subjects were a total of 231 third- and fifth-grade students, who were administered a pretest to measure cognitive abilities and assigned to one of three treatment groups: (1) the "Thinking with LOGO" curriculum; (2) the traditional LOGO curriculum; and (3) a control group. Comparison of pre- and posttest scores on the verbal subtests of the Canadian Cognitive Abilities Test showed mean improvements for both of the LOGO groups in the third grade and all three groups in the fifth grade, but significant differences in the magnitude of the improvements were not obtained. Limitations of the study are discussed, and recommendations for future research are offered. A 28-item reference list is provided. (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC