Effects of Learning to Program A Computer in BASIC or Logo on Problem-solving Abilities

Shaw, Donna Gail

doi:10.1080/00011037.1986.11008422

Cited by 13 publications

(9 citation statements)

References 3 publications

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“…They found no significant differences among the no programming, some programming, and extensive programming groups. Shaw (1986) found no differences in reasoning skills between programmers and nonprogrammers. Her subjects were 132 fifth grade students, who were given the New Jersey Test of Reasoning Skills.…”

Section: Logical Thinkingmentioning

confidence: 68%

“…The results of these five studies of the relationship between computer programming experience and logical reasoning present conflicting evidence. Some studies found a positive effect of programming experience on logical reasoning (German & Bourne, 1983;Many et al, 1988;Nowaczyk, 1984;), while others found no evidence of a relationship (Kurland et al, 1986;Shaw, 1986). It appears that the major problem in this area is the definition and measurement of logical thinking skills.…”

Section: Logical Thinkingmentioning

confidence: 99%

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Literature Relating Critical Skills for Problem Solving in Mathematics and in Computer Programming

McCoy

1990

School Sci & Mathematics

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Section: Logical Thinkingmentioning

confidence: 68%

Section: Logical Thinkingmentioning

confidence: 99%

Literature Relating Critical Skills for Problem Solving in Mathematics and in Computer Programming

McCoy

1990

School Sci & Mathematics

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“…Not all research has shown the cognitive growth predicted by programming instruction. Empirical evidence that the activities of programming increase higher order thinking is "thin and inconclusive" (Patterson & Smith, 1986;Shaw, 1986). Johanson (1988) reviewed computer programming using Logo, BASIC, and Pascal as tools for developing problem-solving skills and higher level thinking skills, concluding that expectations have not been met and that there is more failure in curriculum and weakness in teacher preparation than in the usefulness of programming.…”

Section: Tutee: Programmingmentioning

confidence: 98%

Trends in Computer Uses as Reported inComputers in the Schools

Wentworth

Earle

2003

Computers in the Schools

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A study of the articles from Computers in the Schools reveals the evolution of the uses of computers in the classroom and the ways in which the integration of technology in education has influenced classroom learning environments. These articles help describe the impact this evolution has had on the education of teachers and define the experiences teachers will need to have as they learn to teach with computers.Downloaded by [University of North Texas] at 12:02 01 December 2014 lished in this journal. In the early history of the integration of computers in education their uses were described as (a) tutor or computer-aided instruction (CAI), (b) tool (word-processing, spreadsheet, and database skills), and (c) tutee (the computer being programmed by the student) (Taylor, 1980). More recently computers have been described as the hope for creating new learning environments (Carroll, 2000). The role of the teacher may be very different when comparing the early uses of computers with the learning environments described by Carroll where teachers take on the role of a guide and co-learner with students. Teachers will need additional experiences in their education to help them understand teaching with computers in these new learning environments.A study of the articles from Computers in the Schools reveals the evolution of the uses of computers in the classroom and the ways in which the integration of technology in education has influenced classroom learning environments. These articles help describe the impact this evolution has had on the education of teachers and define the experiences teachers will need to have as they learn to teach with computers. The role of the teacher in classrooms where computers are used is revealed. A review of the articles in the past two decades of issues starting in 1984 will be presented along with a comparison of the articles to the early descriptions of computer uses in the classroom. SUMMARY OF ARTICLES IN COMPUTERS IN THE SCHOOLSIn order to code the articles in Computers in the Schools we copied and read all tables of content. We initially used the categories of tutor, tool, and tutee defined by Taylor (1980) to code the articles. As we test-coded a few issues, however, we found that many articles did not fall into those categories. We both found several articles dealing with the attitudes of students and teachers toward computers. One of us used "attitudes" as the code for these articles, the other used "social issues." We also found articles describing the impact of computers on test scores, which we both coded as "assessment." We agreed on the code of "research" for articles that addressed attitudes toward computers and for articles that addressed the impact of computers on test scores. If, however, an article specifically addressed the use of the computer as tutor, tool, or tutee, it was coded into that specific category rather than the "research" category. Several other categories emerged but to a limited degree. A few articles were coded as as "teacher education" or "teacher tra...

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“…According to Lee and Thompson (1997), advocates of computer programming instruction designed to explicitly develop problem-solving skills continue to claim that writing a computer program can assist the classroom teacher in providing problem-solving experiences for their students. However, there are conflicting empirical results to support these claims (Palumbo & Palumbo, 1993;Shaw, 1986). Failure to substantiate consistent results is problematic.…”

Section: Computer Programming and Everyday Tasksmentioning

confidence: 99%

Enhancing Problem-Solving Capabilities Using Object-Oriented Programming Language

Unuakhalu

2008

Journal of Educational Technology Systems

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This study integrated object-oriented programming instruction with transfer training activities in everyday tasks, which might provide a mechanism that can be used for efficient problem solving. Specifically, a Visual BASIC embedded with everyday tasks group was compared to another group exposed to Visual BASIC instruction only. Subjects were 40 undergraduate students enrolled in 2 sections of a Visual BASIC programming class. Students in the 2 intact classes were assigned 1 of 2 instructional treatments. Problem-solving and programming competency instruments were used as a pre-and posttest measure. After an 8-week treatment, the results of the study did not show any significant difference between both groups on general problem solving ability as measured by the instrument used. Only 1 of the 4 problem-solving skills (Analysis of Attributes) measured, showed an improvement in performance favoring the programming plus everyday task group. Significant improvement in performance favoring the programming plus everyday task group versus the programming-only group was identified. An unexpected but significant difference between both groups on the programming competence test was also identified. Many investigators have examined the effectiveness of computer programming and applications on students' academic performance, achievement, and problem solving. The findings concerning the impact of computer programming experience

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Effects of Learning to Program A Computer in BASIC or Logo on Problem-solving Abilities

Cited by 13 publications

References 3 publications

Literature Relating Critical Skills for Problem Solving in Mathematics and in Computer Programming

Literature Relating Critical Skills for Problem Solving in Mathematics and in Computer Programming

Trends in Computer Uses as Reported inComputers in the Schools

Enhancing Problem-Solving Capabilities Using Object-Oriented Programming Language

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