This discussion of the kind of knowledge acquired by a novice learning BASIC programming and how this knowledge may be most efficiently acquired suggests that people who do programming acquire three basic skills that are not obvious either in instruction or in traditional performance: (1) the ability to analyze each statement into a type of…

Describes Prolog programing language and provides an overview of articles in this special issue and a forthcoming one that focus on improving the use of Prolog in elementary and secondary schools as well as colleges. Topics discussed include problems related to teaching and learning Prolog, and students and their misconceptions about Prolog. (38…

A discussion of the computer "glass box", which is a bold new approach to teaching children concepts using A Programing Language. (Author)

This 5-section report summarizes the results of a project concerned with how novices learn to become creative educational computer users. Based on a cognitive analysis of elementary programming statements in BASIC and calculator language into conceptual units, the project builds on previous research on learning BASIC programming. A general…

Some 120 undergraduate students participated in experiments to learn how novice computer programers learn to interact with the computer. Two instructional booklets were used: A "rule" booklet consisted of definitions and examples of seven modified FORTRAN statements and appropriate grammar rules; the "model" booklet was…

Arguing that the most widespread argument in favor of the teaching of programming concerns its possible impact on generalizable cognitive skills, this paper addresses the "how" of transfer. The outlines of a theory of the mechanisms of transfer are presented, the theory is used to examine the contrasts between certain studies that did…

The study examines the use of LOGO, a computer language, with 19 learning disabled (LD) and 19 non-LD students in grades 4-6. Ss were randomly assigned to one of two instructional groups: sequential or whole-task, each with 10 LD and 10 non-LD students. The sequential method features a carefully ordered plan for teaching LOGO commands; the…

A brief, general discussion of the role of CAI in instruction. (HB)

The first article, "LOGO and von Neumann Ideas," deals with the creation of new procedures based on procedures defined and stored in memory as LOGO lists of lists. This representation, which enables LOGO procedures to construct, modify, and run other LOGO procedures, is compared with basic computer concepts first formulated by John von…

This three-part volume provides a summary, for use by practitioners, of a project concerned with how novices learn to become creative educational computer users. The first chapter examines techniques for increasing the novice's understanding of computers and computer programming, and specifically analyzes the potential usefulness of five…

This paper focuses on the applications which best suit the microcomputer in an educational setting with emphasis on adapting effective pedagogical practice to the computer's programability and delivery capabilities. Discovery learning and "being told" are identified as two types of computer assisted instruction (CAI) and sample uses of…

Investigated was the effect of programing-augmented mathematics classes on the math achievement, problem solving abilities, and attitudes of students with different cognitive styles. Reports BASIC programing groups demonstrated higher mathematics achievement than the LOGO group, and field independent students performed better and had more positive…