Abstract
Abstract Three studies are reported which collectively show that five particular problem‐solving strategies can be developed in students explicitly taught those strategies and given practice applying them to solve Logo programming problems. The studies demonstrate the superiority of such intervention over Logo programming practice alone, explicit strategy training with non‐computer‐based practice, and instruction in content areas traditionally prescribed for the teaching and learning of problem solving. The results indicate that problem‐solving strategies will not be developed through Logo programming alone, rather they must be explicitly taught and practiced. Knowledge‐based instruction linking declarative and procedural knowledge is recommended as a means to this end.
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