Children Learning Logo: A Collaborative, Qualitative Study in First Grade
Judith A. Kull · Journal of Research in Childhood Education · 1988
Children in two first-grade classrooms were observed as they worked in pairs at the computer learning Logo within a discovery-oriented context. Data consisting of field notes, audio- and video-taped sessions, diskettes, and pupils' notebooks were collected throughout the school year as the children posed and solved graphics problems. Behavioral patterns are reported in which children initially gained control over simple commands and typing, then constructed an increasingly intricate series of steps preceding the acquisition of programming skills. Described in detail and developmental sequence are the children's behaviors related to planning, correction of errors, reflectivity, causality, and procedure-writing. Behaviors are analyzed in light of contribution of the language itself and the teaching/learning environment within the classroom.