Stanford University
Professor of Education and Learning Sciences
roy.pea@stanford.edu
Stanford University
Professor of Education and Learning Sciences
roy.pea@stanford.edu
From 1981-1986, we ran an active program of research studies at Bank Street College on conceptual issues in learning Logo programming, studies of expert child programmers, and examinations of the cognitive prerequisites and outcomes of learning computer programming generally, and of Logo in particular.
Research sites also included the Summer Math Program in Massachusetts and Rindge and Latin School in Boston.
Key publications from this period that were not part of the Logo Project are:
Pea, R. D., & Kurland, D. M. (1983, June). On the cognitive prerequisites of learning computer programming. Report to NIE (Contract #400-83-0016). Technical Report No. 18, Bank Street College, Center for Children and Technology. (Also ERIC-ED-249-931).
Kurland, D. M., Pea, R. D., Clement, C., & Mawby, R. (1986). A study of the development of programming ability and thinking skills in high school students. Journal of Educational Computing Research, 2(4), 429-458. (Reprinted in E. Soloway & J. Spohrer (Eds.), Studying the novice programmer. Hillsdale, NJ: Erlbaum, 1989.)
Kurland, D. M., Clement, C., Mawby, R., & Pea, R. D. (1987). Mapping the cognitive demands of learning to program. In D. Perkins, J. Lochhead, & J. Bishop (Eds.), Thinking: Progress on research and teaching (pp. 333-358). Hillsdale, NJ: Erlbaum.
Pea, R. D., Soloway, E., & Spohrer, J. (1987). The buggy path to the development of programming expertise. Focus on Learning Problems in Mathematics, 9(1), 5-30.
Learning to Program