Abstract
This study examined whether a widely used classroom observation instrument would differentiate fifth grade classrooms in which Logo was taught using a structured or an unstructured teaching method. The Logo classrooms were also compared to traditional classrooms. It was previously demonstrated that the structured group demonstrated significantly better mastery of Logo. Although there were differences between the Logo classrooms and traditional situations, no differences were found between the two different Logo environments even though the students in the two Logo classes showed different degrees of Logo mastery. The findings have specific implications for studies of transfer. Since observation of classroom behavior does not differentiate between efficacy of learning, specific measures of Logo mastery must be obtained before transfer claims related to Logo are made. Additionally, there is a need for development of monitoring systems to measure learning in Logo classrooms, as well as for the modification of traditional observational systems if we desire to make observationallybased statements about different Logo learning environments.
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