The Future of Educational Computing Research:The Case of Computer Programming Article
Douglas H. Clements, State University of New York at Buffalo, United States
ITCE Volume 1999, Number 1, ISSN 1522-8185 Publisher: Association for the Advancement of Computing in Education (AACE)
What directions should research on computers in education take in the next century? We examine one application, computer programming, with a particularly long and rich research history (Clements & Meredith, 1993). We review the literature and discuss implications for future research. While emerging from the domain of computer programming, these implications have wide applicability across various applications of computers. For example, in all applications of computer to education, we need to learn to operationalize and optimize the complex webs of variables that determine efficacy. We need continuing research and development to expand our knowledge of what students and teachers learn in various environments; test conjectures and theories abstracted post hoc in extant research; and investigate how unique features of various programming environments interact with the goals and content of specific subject matters domains and the particular features of various teaching and learning situations to promote learning and development. Future research should also ask how computers might be successfully implemented in a manner consistent with systemic reform.
Clements, D.H. (1999). The Future of Educational Computing Research:The Case of Computer Programming. Information Technology in Childhood Education Annual, 1999(1), 147-179. Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2018 from https://www.learntechlib.org/primary/p/10815/.
© 1999 Association for the Advancement of Computing in Education (AACE)
- Assaf, S.A. (1986). The effects of using Logo turtle graphics in teaching geometry on eight grade students’ level of thought, attitudes toward geometry
- Bishop-Clark , C . (1995) . Cogn itive style , persona lity , and computer programming. Computers in Human Behavior , 11(2) , 241-260 .
- Blumenthal, W. (1986). The effects of computer instruction on low achieving chi ldren’s academic se l f-be l ie fs and performance. Unpub l ished doctoral dissertation, Nova University, For t Lauderdale, FL.
- Brownell , G . (1993) . Preservice teachers in a computer utilization in the classroom course: An overview of four studies . In N . Estes & M . Thomas
- Clements , DH . (1990) . Metacomponential development in a Logo programming environment . Journal of Educational Psychology , 82 , 141-149 .
- Du Boulay , B . (1986) . Part II: Logo confessions . In R . Lawler , B . Du Boulay, M. Hughes, & H. Macleod (Eds.), Cognition and computers: Studies in learning (pp. 81-178). Chichester, England: Ellis Horwood.
- Enkenberg, J. (1994). Situated programming in a LEGOLogo environment. Computers and Education, 22 (1-2) , 119-28.
- Genishi , C . (1988) . Kindergartners and computers: A case study of six children . The Elementary School Journal , 89 , 184-201 .
- Kafai , Y.B. (1993). Minds in play: Computer game design as a context for chil-
- Kieran , C . (1986) . Logo and the notion of angle among fourth and sixth
- King , A . (1989) . Verbal interaction and problem-solving within computerass
- Kynigos, C. (1992). The turtle metaphor as a tool for children’s geometry. In C. Hoyles& R. Noss (Eds.) , Learning mathematics and Logo (pp. 97-126). Cambridge, MA: MIT.
- Lemerise, T. (1992). On intra- and interindividual differences in children’s learning styles. In C. Hoyles& R. Noss (Eds.) , Learning mathematics and Logo (pp. 191-221). Cambridge, MA: MIT.
- Liu, M. (1997). The effects of HyperCard programming on teacher education students’ problemsolving ability and computer anxiety. Journal of Research on Computing in Education, 29, 248-262.
- Milner, S. (1973 , February). The effects of computer programming on performance in mathematics. Paper presented at the meeting of the American
- National Council of Teachers of Mathematics . (1989) . Curr icu lum and
- Noss, R. (1984). Children learning Logo programming. Interim report No. 2 of the Chi l tern Logo ProjecT. Hatfield, England: Advisory Unit for Computer Based Education.
- Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
- Reimer , G . (1985) . Effects of a Logo computer programming experience on
- Resnick , M . (1988) . LEGO , Logo , and design . Ch i ldren’s Env ironmen ts Quarterly, 5(4), 14-18.
- Robinson, M. A., Gilley, W. F., & Uhlig, G. E. (1988). The effects of guided discovery Logo on SAT performance of first grade students . Education, 109, 226-230.
- Sarama, J. (1995). Redesigning Logo: The turtle metaphor in mathematics education. Unpublished Doctoral Dissertation, State University of New York at Buffalo.
- St . Paul Public Schools . (1985) . Logo Studies . St . Paul , MN: Author .
- Sutherland, R. (1987). What are the links between variable in Logo and variable in algebra? Unpublished manuscript, University of London Institute of Education, London, England.
- Swan, K. (1991). Programming objects to think with: Logo and the teaching and learning of problem solving. Journal of Educational Computing Research, 7(1), 89-112.
- Tanner , H . (1992) . Developing the use of IT within mathematics through action research . Computers and Education , 18(1-3) , 143-48 .
- Van Hiele, P.M. (1986). Structure and insight. Orlando, FL: Academic.
- Weir, S. (1992). LEGO-Logo: A vehicle for learning. In C. Hoyles& R.
- Yelland , N . (1994a) . A case study of six children learning with Logo . Gender and Education, 6, 19-33.
- Yelland, N. (1995). Mindstorms or a storm in a teacup? A review of research with Logo. International Journal of Mathematics Education, Science, and Technology, 26(6), 853—869.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.