Componential Developments in LOGO Programming Environments
Richard E. Mayer · 2013
Teaching computer programming to young children is often justified on the basis of its promotion of "computer literacy." Such a goal, however, is both vague and vacuous. A more substantive goal is the development of problem-solving abilities. Unfortunately, this term is equally nebulous. This chapter presents a theoretical model for LOGO-based development of specific cognitive skills employed in problem solving. Research conducted based on that model and implications for teaching drawn from this and other related research are discussed.