Describes a study that examined fifth-grade Finnish pupils' problem-solving processes in a LEGO/Logo technology-based learning environment. Results indicate that learning model and gender account for group differences in problem solving processes, and are interpreted as supporting the validity of discovery learning. (Author/LRW)

Social problem solving, effectance motivation, and information processing were studied with 38 Finnish eight-year olds using the LOGO computer programming language learned through discovery learning. Results suggest that LOGO promotes the development of problem-solving skills if each student receives sufficient support from the teacher. (SLD)

The goals of this study were to investigate problem-solving in a context that requires a rich interaction among social, motivational, and cognitive processes and to compare the effects of the mediated and discovery models of learning on students' problem-solving processes in the complex technology-based learning environment. Subjects were 88…