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The effects of a problem‐solving based Logo environment on children's information processing components
Author(s) -
Mevarech Zemira R.,
Kapa Ester
Publication year - 1996
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1996.tb01188.x
Subject(s) - fluency , logo (programming language) , creativity , psychology , correctness , originality , univariate , flexibility (engineering) , mathematics education , cognitive psychology , developmental psychology , multivariate statistics , social psychology , computer science , statistics , mathematics , programming language , machine learning
The present study investigated the simultaneous effects of a problem‐solving based Logo environment on children's metacomponents, knowledge acquisition components regarding graphing skills, and figural creativity. Participants were 108 fifth‐grade children who studied in four classrooms. Intact classrooms were randomly assigned to one of two conditions: a problem‐solving based Logo environment called Logo‐Stat, or a comparison. The duration of the study was one semester. Results showed significant multivariate effects on metacomponents, knowledge acquisition components, and creativity, in favour of the Logo‐Stat group. Univariate analyses indicated that knowledge acquisition components and certain aspects of figural creativity (e.g., originality) and metacomponents (e.g., correctness) were more strongly affected by Logo‐Stat than others (e.g., fluency, flexibility, and utilisation). The theoretical and practical implications are discussed.