1. Learning Through Programming Kevin Joseph Staszowski Shani Bryant Alice Mello Cavallo February 19, 2004

2. Beyond the Centralized Mindset In particular, these new sciences tend to highlight decentralized models of the world— in contrast to traditional scientific models based on centralized control and centralized causes. Probing students' conceptions Developing new conceptual tools Developing new computational tools

3. Beyond the Centralized Mindset StarLogo has many more turtles ‘The Turtles’ The rock band? Sang ‘Happy Together’? Wait, what are those guys doing here? Actually, they’re not turtles; They’re ‘The Turtles’ Shhh… He’s turning around Yah, they’re not turtles… What? Well, it is Kevin’s portion of the presentation That’s kind of an odd connection…

4. Beyond the Centralized Mindset StarLogo has many more turtles

5. Beyond the Centralized Mindset StarLogo turtles have better "senses." StarLogo has many more turtles Gosh, this is embarrassing I hope he moves onto the next slide soon

6. Beyond the Centralized Mindset StarLogo reifies the turtles' world. StarLogo turtles have better "senses." StarLogo has many more turtles Um, Kevin? What, exactly, does ‘reifies’ mean? So, like what you’re doing right now? So, you mean, we could do something like this? Oh okay… FYI – you could have found a better picture… But how is all of this important? Thank you

7. Beyond the Centralized Mindset Positive Feedback Isn't Always Negative Randonmess can Help Create Order A Flock isn’t a Big Bird A Traffic Jam isn’t just a Collection of Cars The Hills are Alive.

8. Software Design Children design learning experience for others Activities where children can exercise their doing/ learning/ thinking Self-directed project activity

9. The Power of A Triangle

10. Programming and Cognition Logo provides a context to think, reflect and construct knowledge on the subject matter (Harel&Papert). According to Clements: Logo might facilitate divergent thinking, develop metacognitive abilities, develop reflectivity, increase ability to describe directions. Programming can increase problem-solving ability.

11. CAI X Logo Logo programming group outperformed the CAI group on metacognition and describing directions tasks. No difference in two areas of cognitive development (classification and seriation). Small sample of subjects (18) & limited knowledge on how to teach programming

12. Paper References Harel, I. & Papert, S (1990). Software design as a Learning Environment. Interactive Learning Environments, vol1, n1, pp1-32. Resnick, M. (1996). Beyond the Centralized Mindset. Journal of the Learning Sciences, vol. 5, no. 1, pp. 1-22.Beyond the Centralized Mindset Clements, Douglas H. and Dominic F. Gullo. (1984) "Effects of Computer Programming on Young Children's Cognition." Journal of Educational Psychology. 76:6. 1051-1058.