In traditional programming courses assignments usually consist of problems that are somewhat closed in nature. That is, students are usually given a rigidly defined problem statement and are provided with a set of data that they are to use to test their program to produce a unique result. While this approach makes evaluation easy, it discourages…

Briefly discusses several frequently encountered barriers to learning--negative impact on inner self, threatening situations, rewards, and blockage of spontaneous exploration--from both theoretical and practical perspectives. Ways in which Logo is useful in removing these barriers are noted. (MBR)

Reviews Logo programming language's developmental history, including Papert's vision, creation of LISP, and evolution of Logo from LISP; discusses reasons for Logo not becoming a commonplace programming language; describes Logo program design and its utility for serious programmers; and lists sources of further information on Logo. (MBR)

A computer language that can be used by people of all ages, Logo allows children the freedom to direct their own learning. Integrating Logo into the curriculum provides students the opportunity to program a computer, to engage in logical, sequential thinking and planning, to solve problems, and to manipulate text, language, graphics, and music…

A personal experience is described concerning problem solving that incorporates the computer to help generate multiple examples of proposed conjectures as solutions. The positive potential of technology to allow students of mathematics to experience the process of discovering mathematics through conjecture and generalization is emphasized. (MDH)

Describes insights and attitudes toward computer-based learning which developed during design of "Computer Power," an introductory programming curriculum for junior high, high school, and junior college students. Learning and thinking, computer power meta-goals, and computer power subject matter goals are highlighted. (EJS)

Logo creator Seymour Papert discusses ways Logo can be improved to accommodate different learning styles and strengthen word processing and list processing capabilities. In an interview, Papert discusses computers' influences on learning, Logo's underlying concepts, teacher use of Logo, Logo's discovery learning approach, and development of Logo…

Under normal instructional circumstances, some youngsters learn programming in BASIC or LOGO better than others. Clinical investigations of novice programmers suggest that this happens in part because different students bring different patterns of learning to the programming context. Many students disengage from the task whenever trouble occurs,…

Discussion of Logo use to teach children computer programing covers the educational theory behind Logo, how it differs from other programing languages, its educational promise, its graphics capabilities, Logo research, and different versions available. It is argued that educational computing will succeed only if it provides new ways of teaching.…