Abstract
One of the major arguments for teaching pupils to program in Logo is the claim that this experience results in the acquisition of general thinking skills. However, research concerning this “cognitive-effects hypothesis” has shown that Logo as such does not lead to the spontaneous development of general thinking skills; this can only be obtained if Logo is embedded in a powerful teaching-learning environment aimed at the acquisition and transfer of those skills. These findings have led us to address the following research question: Is it desirable to build a part of the instructional support into the computer system? In order to study this issue, we developed a Logo-based tool-kit and computer coach that supports the acquisition of a Logo programming strategy, including planning and debugging skills. In this contribution we present the theoretical and empirical background and the design of this computer system.
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