The effects of a problem-solving based Logo environment on children's information processing components

被引：5
|
作者：
Mevarech, ZR
Kapa, E
机构：
[1] School of Education, Bar-Ilan University
[2] School of Education, Bar-Ilan University
来源：
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1996年 / 66卷
关键词：
D O I：
10.1111/j.2044-8279.1996.tb01188.x
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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.
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页码：181 / 195
页数：15
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