Logo Programming Language Research Articles

Autistic Mental Schema and the Graphical User Interface circa 1968

Evelyn Fox Keller calls the form of organisms a “devious” problem. How and why do such forms arise? Models, Keller argues, are necessary inroads to these questions. The speculative-propositional mode of computational and mathematical models permits scientists to question the physical and mental processes that shape matter into elegant form despite the “void” of certainty opened by the complexity of vitality. This article documents the use of the LOGO programming language in model-mind making as well as in experimental coding pedagogies for special needs students circa 1968. It provides a historical and philosophical background for interpreting clinical observations of two young autistic students, David and Joey. The article demonstrates that the designers of LOGO understood their design choices in terms of philosophical debates about the nature of purposive orientations in organisms. The author argues that cautious engagement with those debates—guided by Keller’s philosophy of models and Catherine Malabou’s understanding of Immanuel Kant’s concept of schema—can open for humanists an interpretive project aimed at elucidating the historical meaning of the graphical user interface. Insights into the aesthetics of resistance from autistic rhetorician Remi Yergeau and philosopher-poet Fred Moten allow neuroqueer ephemera, lingering in the archives of LOGO, to illuminate a politicization of mental variety nascent in digital screens.

An Experimental Study in Determining Basic Robotic Coding Skills of Pre-School Students with Intellectual Disabilities

Today, it can be said that coding has become a key competence for students and people working in many different fields in the business world. It is assumed that those who seek and develop new ways to learn-teach coding will be one step ahead. The educational use of coding started with the use of the Logo programming language in the 60s.This concept has started to revive in recent years with visual programming languages such as “Alice, its code, code.org and Scratch”. These visual programming structures enable young learners to write applications without having to learn the complex code structures of traditional programming languages. In this study to develop an experimental study to determine the basic robotic coding skills of preschool students with intellectual disabilities. The sample of the study consists of a total of 20 students with studying in pre-school education institutions in a city in Türkiye. The ages of the students are between 5 years old. Semi-experimental design, one of the experimental research designs, was used in the research. In this context, 1 experimental and 1 control group was formed with the random assignment method. The materials used in both the experimental and control groups were determined as the pre-school robotic coding set U-bot starter package.5 weeks were determined as the teaching process and a total of 12 activities that served the purpose were applied to the students. During the applications, the data of the students were collected with the help of the observation form, coding skill test and after the application, they were collected through focus group interviews. As a result, at the end of the 5-week period, it was observed that there were positive significant changes in the two dependent variables (academic achievement andlearning rate) that were used as a basis for measuring the learning skills of both the experimental group and the control group students.

Investigation conditions for inclusion of gamification elements in study of the basics of algorithmization and programming to improve the quality of educational results of pupils

The problem and the aim of the study. Formation of programming skills, communication with artificial intelligence and other people, the level of thinking development are the basic indicators that determine effectiveness of the didactic system. Within the framework of e-learning, digital technologies, gamification elements, cyber-physical devices, etc. are actively used to support the quality of learning. The authors investigate conditions for effective inclusion of gamification elements in algorithmization and programming activities to increase the level of educational achievements of pupils. Research methods. The analysis and generalization of scientific literature on the problems of gamification of learning and cognition processes, the study of the basics of algorithmization are used. For development of game projects, debugging and testing applications, the ideas of structural programming, the method of step-by-step detailing are used. The programming technology is supported by the principles and techniques of gamification. Empirical methods that were used are observation, analysis of the results of work in the Logo program (user interface, game design, choice of algorithmic constructions, etc.). The study involved 48 pupils who study in grades 5-6 in Kirov school №11. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The pupils of the experimental group were involved in the purposeful cognitive activity on development of game projects using the Logo programming language (studying fundamental concepts, graphical capabilities, managing a Turtle in the object-oriented environment, research, collaboration, social activity). Statistically significant differences were found between the experimental and control groups in the level of educational achievements χ2emp.2 > χ2crit0.05 (7.885 > 7.815). In conclusion, the conditions under which the gamification of learning the basics of algorithmization and programming is maximally effective for improving the quality of academic achievements of schoolchildren are summarized: correlation of the didactic goal and the result of the game form of work, the choice of the plot for the game project, thinking through the mechanisms of feedback and interactivity, the distribution of roles, etc.

THE IMPACT OF USING LOGO PROGRAMMING LANGUAGE ON THE DEVELOPMENT OF SPATIAL VISUALISATION ABILITY AMONG ELEMENTARY SCHOOL STUDENTS

This study aims to investigate the effect of using LOGO on the improvement of spatial visualisation abilities among fourth-grade elementary students. In order to achieve this objective, the researchers have selected the Arabic version of spatial ability test prepared by Paul Newton and Helen Bristoll, which involves spatial visualisation perception. The researchers have employed the pre and post-test quasi-experimental approach. The research was applied to a sample group composed of 53 students enrolled in the fourth grade of the elementary stage. The sample group was selected from an elementary school-based in the city of Jeddah, Saudi Arabia. Members of the sample group were randomly and simply divided into two groups; specifically the experimental and control groups. The experimental group was taught using LOGO programming language, while the control group was taught using the traditional method. After implementing the research treatment and processing data and information statistically, findings revealed that there are statistical differences between the two groups; namely, the experimental and control groups – in terms of the development of spatial visualisation perception in favour of the experimental group.

LOGO ELEMENTS IN GEOGEBRA

The presented topic deserves attention because of its extreme usefulness, simplicity of its impact on the initial training in programming. This article discusses the basics of programming and features of work in the Logo environment, focused on the education and use of information technology, includes tools that allow you to display images in the style of commands of the Logo programming language. The inclusion of the elements of the Logo environment and the recursiveness underlying this language into interactive mathematical environments, for example, in GeoGebra, allow learners to create programs for solving a particular class of problems, which allows us to speak about the object approach when studying the content line of the school informatics course “Basics of algorithms and programming”, and the procedural programming approach characteristic of the Logo environment allows the formation of the corresponding features (logical, algorithmic thinking of students). A sufficiently easy to learn programming language in the Logo environment allows students to create programs and demonstrate unlimited possibilities for implementing mnemonics. The examples are series of simple examples of execution of command systems by the virtual executor “turtle” and the results demonstrating the creation of images with the help of a turtle are given.

Turtle graphics for early Java programming education

Turtle graphics, first introduced in the Logo programming language in the late 1960s, have since been widely used in programming education. Turtle graphics is excellent for programming training, providing an intuitive platform for understanding the fundamental procedural programming principles, through its simple graphics functions allowing visual feedback for programming. This paper introduces a new and original application of turtle graphics to Java programming language, particularly targeted to early Java programming education. The aim of the proposed Java language turtle graphics library is (a) to use turtle graphics to provide intuitive understanding of fundamental procedural programming principles, (b) to provide an easy tool for the students to create visually interesting programs in the early stages of programming education, and (c) to stimulate the motivation of students to improve the learning effect of programming training and encourage further self-study. The proposed Java language turtle graphics library was introduced to 1st year college students with minimal Java language programming training, to verify the effectiveness of the proposed method.

Seymour Papert and Us. Constructionism as the Educational Philosophy of the 21st Century

Seymour Papert — a major philosopher of education, a great educator of modern age, and the father of constructionism — passed away in summer 2016. The floor and screen turtles he added to the Logo programming language provided visualization and objectification of the processes, as well as conciseness of programming. As a result, Logo developed into a unique environment that millions of children in dozens of countries use to learn algorithmic (or computational) thinking. Professor Seymour Papert visited the Soviet Union and Russia a number of times. He played a key role in the establishment of the post-Soviet school’s educational philosophy. The article describes a number of crucial ideas and events associated with the development of Papert’s education philosophy, the implementation of his educational conception in Russia, his visits to Russia, and his meetings with Russian educators, which were first of all attended by the author.

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

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

Improving problem-solving skills through logo programming language

Improving problem-solving skills through logo programming language

A Survey on Teaching and Learning Recursive Programming

We survey the literature about the teaching and learning of recursive programming. After a short history of the advent of recursion in programming languages and its adoption by programmers, we present curricular approaches to recursion, including a review of textbooks and some programming methodology, as well as the functional and imperative paradigms and the distinction between control flow vs. data flow. We follow the researchers in stating the problem with base cases, noting the similarity with induction in mathematics, making concrete analogies for recursion, using games, visualizations, animations, multimedia environments, intelligent tutoring systems and visual programming. We cover the usage in schools of the Logo programming language and the associated theoretical didactics, including a brief overview of the constructivist and constructionist theories of learning; we also sketch the learners' mental models which have been identified so far, and non-classical remedial strategies, such as kinesthesis and syntonicity. We append an extensive and carefully collated bibliography, which we hope will facilitate new research.

New Teaching Model for Java Programming Subjects

Proposed paper reports a project of dissertation thesis realized at Faculty of Education of Trnava University in Trnava (Slovak Republic). Research project of dissertation thesis is oriented towards a problem of didactics of education of programming at university, concretely by application of new teaching procedures in scope of introductory courses of programming in study field Teaching of Academic Subjects of programme combinations including Computer Science as one of subject. It concerns with application of new-developed class groups for Java, which is a part of micro-environment implementation, applying inter alia principles of Turtle graphics, well-known from programming language Logo. Problem of programming is for most of admitted students unknown at all. That causes their disorientation and involves teaching of essential fundaments required. That is a purpose of new procedure formation in scope of teaching of introductory courses of programming. Class groups of graphical robot aim to joint future-teacher of Computer Science preparation for programming by usage of graphical Logo principles with teaching of Java programming together. In research Design-Based Research as qualitative research method is used. In paper we describe prime phase of dissertation project (phase of analysis) and interpret findings and recommendations for following project phases, aimed to propose an innovative method applied within introductory courses of programming, to develop adequate device for its realization and to reflect their relevance. Outcome thesis will partially support Education Sciences development.

Deployment of Remotely-Accessible Robotics Laboratory

Robotnacka is an autonomous drawing mobile robot, designed for eaching beginners in the Logo programming language. It can also be used as an experimental platform, in our case in a remotely accessible robotic laboratory with the possibility to control the robots via the Internet. In addition to a basic version of the robot a version equipped with a gripper is available too, one with a wireless camera, and one with additional ultrasonic distance sensors. The laboratory is available on-line permanently and provides a simple way to incorporate robotics in teaching mathematics, programming and other subjects. The laboratory has been in use several years. We provide description of its functionality and summarize our experience.

Reviving the Turtle: Exploring the Use of Logo with Students with Mild Disabilities

In this case study, a group of nine 4th grade children were introduced to the Logo programming language during three 90-minute sessions over a four-week period. They attended a private university-based laboratory school serving students with various learning disabilities. This project demonstrated that a classic version of Logo captured the students’ interest. It was a viable source of interactive challenge and problem-solving experience that provided students with a great deal of pride, intrinsic reward, enjoyment, and sense of ownership of learning. The process of overcoming obstacles while programming with Logo may be especially beneficial for students with mild disabilities.

A virtual logo keyboard for people with motor disabilities

In our society, people with motor impairments are often times socially excluded from their environment. This is unfortunate because every human being should have the possibility to obtain the necessary conditions to live a normal life. Although there is technology to assist people with motor impairments, few systems are targeted for programming environments. We have created a system, called Logo Keyboard,to assist people with motor disabilities to program with the Logo programming language. With this special keyboard we can help more people to get involved into computer programming and to develop projects in different areas.

Simplifying parser generation

This paper describes Squirrel, a parser generator that uses a modification of the Packrat algorithm [7]. Squirrel is designed to avoid many of the complexities often associated with parser generators. Students in a CS3 course were able to learn to use Squirrel in about a week. These students were successful in using Squirrel to create parsers for subsets of the Logo programming language and HTML. Squirrel is distributed under the terms of the GNU Lesser General Public License, and it may be downloaded from http://ozark.hendrix.edu/~ferrer/software/squirrel/.

Personal projections in artists’ works: Implications for branding

This paper summarises the findings of an in-depth, qualitative study of the communicative qualities of 10-year-olds’ artistic productions in several media: pen-and-paper, digital graphics created with a touch tablet and the programming language Logo. Sixty-nine per cent of viewing teachers’ statements about the children's learning preferences, styles and personal attributes were confirmed with information shared by the children's teachers, parents, and the children themselves during interviews. There were no discernible differences in the accuracy of perceptions among works developed with different production media. Viewing teachers knew nothing about the children's ages, genders, backgrounds, school experiences, preferences, or other personal attributes. The results of this study, considered within the context of long-standing literature on the use of artistic works as projective devices with children and adults for psychological assessments, suggests that brand symbols and logos may reveal information about their creators that is perceived subconsciously by potential consumers and that could influence consumer behaviour. Recommendations for further research to confirm or refute this supposition are offered.

Introducing computer science to educationally disadvantaged high school students

An approach to the teaching and learning of high school computer science (CS) to and by educationally disadvantaged students (EDS) is described, as well as the implementation of six pedagogical principles in two learning environments developed for Israeli schools. Following a brief description of the main characteristics of EDS classes and a review of the proposed guiding principles for the curricular development for such classes, implementation of two of these principles is discussed. First, the implementation of ‘decomposition’ is presented with regard to the TEVEL (Hebrew version of the Logo programming language) version of the CS module for EDS. Then, the implementation of ‘a pattern‐oriented curriculum’ is presented with regard to the Pascal version of the CS module for EDS. Our data show that in both versions, students taking the national final exam achieved above‐average grades. We also found that at the end of the module, the students master basic programming tools and recognize basic algorithmic patterns. These findings indicate the potential contribution of our approach for EDS in particular, but also for CS students in general.

Logo in Mainstream Schools: The struggle over the soul of an educational innovation

Technologies do not follow some pre-determined and inevitable course from their context of production to their context of use, and technologies used in schools are no exception. Rather, technologies and their use in the classroom are socially contextualised. They are often appropriated in ways unanticipated by their developers, locking into institutional arrangements and reflecting elements of the prevailing social relations in and around the particular context(s) of application. Through the discussion of a particular technology (the Logo programming language) as a case study in educational innovation, this article demonstrates how the use of technologies in schools is 'socially shaped'. The paper looks into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s. It discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration.

ToonTalk TM—An Animated Programming Environment for Children

Seymour Papert once described the design of the Logo programming language as taking the best ideas in computer science about programming language design and ‘child engineering’ them. Twenty-five years after Logo's birth, there has been tremendous progress in programming language research and in computer-human interfaces. Programming languages exist now that are very expressive and mathematically very elegant and yet are difficult to learn and master. We believe the time is now ripe to attempt to repeat the success of the designers of Logo by child engineering one of these modern languages. When Logo was first built, a critical aspect was taking the computational constructs of the Lisp programming language and designing a child friendly syntax for them. Lisp's ‘CAR ’ was replaced by ‘FIRST’, ‘DEFUN’ by ‘TO’, parentheses were eliminated, and so on. Today there are totally visual languages in which programs exist as pictures and not as text. We believe this is a step in the right direction, but even better than visual programs are animated programs.Animation is much better suited for dealing with the dynamics of computer programs than static icons or diagrams. While there has been substantial progress in graphical user interfaces in the last twenty-five years, we chose to look not primarily at the desktop metaphor for ideas but instead at video games. Video games are typically more direct, more concrete, and easier to learn than other software. And more fun too. We have constructed a general-purpose concurrent programming system, ToonTalk, in which the source code is animated and the programming environment is a video game. Every abstract computational aspect is mapped into a concrete metaphor. For example, a computation is a city, an active object or agent is a house, birds carry messages between houses, a method or clause is a robot trained by the user and so on. The programmer controls a ‘programmer persona’ in this video world to construct, run, debug and modify programs. We believe that ToonTalk is especially well suited for giving children the opportunity to build real programs in a manner that is easy to learn and fun to do.

Mindstorms or a storm in a teacup? A review of research with Logo

The computer programming language Logo, was developed by Papert with the worthy ideal that it would allow children to engage in learning with computers in an active and meaningful way. The most widely used aspect of Logo for elementary school children, is turtle graphics. Papert claimed that the potential of Logo as a learning environment challenges traditional views of learning and education and offers an illustration of how the turtle can be used as an object to think with. Research with children engaged turtle projects and tasks have abounded for more than a decade and have generated a considerable amount of discussion and controversy. This article reviews research with Logo from the early descriptive studies, the potential of Logo to act as a mathematical environment, to those that focused on the cognitive and social outcomes of using Logo with children. It highlights the conflicting nature of the results but suggests that the use of Logo may afford opportunities for children to explore mathematical i...