Abstract
A study was conducted to investigate the effects of learning Logo programming on the transfer of problem solving skills. Sixty children (of 8 to 12 years) were divided into three groups (Logo Process-Oriented Group, Logo Content-Oriented Group, and Typing Control Group). All children were assessed on a variety of problem solving tasks before and after training. All groups were given twenty-five hours of small-group instruction in either Logo programming or typing lessons with a computer. Significant group × prepost interaction was observed in one of the problem solving tasks used in measuring the transfer of problem solving skills from the Logo context to a noncomputing context, leading to the conclusion that learning Logo with a Process-oriented approach might enhance general problem solving skills. However, much more empirical work will be required before it can be established what conditions will foster the transfer of problem solving skills.
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