Development of Computer Education Program Using LOGO Programming and Fractals Learning for enhancing Creativity: Focus on Creative Problem-Solving

Abstract

The paper was aimed to investigate the effect of the LOGO programing language on the creativity development of elementary school students. And, this paper analyzed the statuses of STEAM education. And, suggested factors to realize successful STEAM education materials. An examination of the research on LOGO indicates that research is being amply conducted overseas on LOGO and thinking ability, planning ability and programming, the cognitive effects on programming, and the effects of learning LOGO on cognitive styles. Such computational sciences and IT education can also be found in the concept of STEAM education. Yakman defined the boundaries of Science(S), Technology(T), Engineering(E), Arts(A), and Mathematics(M) in STEAM education. He suggested that the contents of computational sciences belong to the Computer in Engineering (E) field and the contents of IT belong to informational technology under Technology(T). The STEAM education using IT is an attractive educational method for the digital generation to easily and pleasantly learn the contents of mathematics, sciences, and technology. The educational methods that integrate IT and other fields of academia have been attempted before STEAM education. In addition, the reason for a brighter footlight for IT as the transition from STEM education to STEAM education occurs is that it occupies a large section in the field of Art in the digital environment. The paper was aimed to investigate the effect of the LOGO programming language on the creativity development of elementary school students. LOGO was created at the MIT Artificial Intelligence Laboratory, the United States, by Seymour Papert and his colleagues in the late 1960s. Heavily influenced by a cognitive psychologist, Piaget, Papert pointed out that the school education not just failed to satisfy students curiosity, but also discouraged childrens innate intellectual curiosity. He developed LOGO from the perspective of constructivism to satisfy the childrens inborn desire. An examination of the research on LOGO indicates that research is being amply conducted overseas on LOGO and thinking ability, planning ability and programming, the cognitive effects on programming, and the effects of learning LOGO on cognitive styles. However, few are found in the domestic elementary schools. One reason is that BASIC was mainly taught as part of programming learning in the early years of computer education rather than learning for LOGO from the curriculum. 2. Creative Problem-Solving and STEAM Education