Re: LOGO-L> What is learned with Logo?

[hank gorman <hgorman@texoma.net>]

snip
>Chuck Shavit writes:
>>Do any of the readers have references to research that demonstrate the
>>advantage of using computer programming as a way to enrich the math and
>>science skills of students?
>
>Brian Harvey cited Clements. If you're interested, look at:
>
>Clements, Douglas H., & Merideth, Julie Sarama (1993). Research on logo:
>Effects and efficacy. Journal of Computing in Childhood Education, 4, 263-290.
>
>I have searched for empirical evidence of an effect of logo on achievement,
>but have not found any. We really do need some quality studies in this vein.
>Sadly, most of what is said about logo is based on speculation and intuition
>rather than hard science.
>

>those who would benefit from it might be a spark that starts a forest fire.
>
>I have often wondered whether it was programming which helped form the way I
>think, or whether I was drawn to programming because of the way I think. For
>now, it is an open question.
>
>Tom
snip
I did a study at the Lamplighter School in 1980 which found that third
grade students who had had 18 hours of logo programming were able to solve
a concept learning task at a ninth grade level and much better than
students with 9 hours of logo programming.  The study (Gorman and Bourne)
was published in the 1981 Bulletin of the Psaychonomic Society, my coauthor
was Lyle Bourne.

Hank Gorman
Brown Professor, Psychology
Austin College
Sherman, TX


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