Stanford University
Professor of Education and Learning Sciences
roy.pea@stanford.edu
Stanford University
Professor of Education and Learning Sciences
roy.pea@stanford.edu
Our first large project at the new Center for Children and Technology was one I developed with Jan Hawkins and Karen Sheingold in 1981. Funded by the Spencer Foundation, we planned and carried out a series of cognitive and social developmental studies of the learning and teaching of Logo computer programming in the elementary grades in the Bank Street School. Exemplary reports from this work include:
Pea, R. D. (1987). Programming and problem-solving: Children's experiences with Logo. In T. O'Shea & E. Scanlon (Eds.), Educational computing (An Open University Reader). London: John Wiley & Sons. (Also Technical Report No. 12, Bank Street College, Center for Children and Technology, April 1983).
Pea, R. D. (1987). The aims of software criticism: Reply to Professor Papert.
Educational Researcher, 16(5), 4-8.
Pea, R. D., & Kurland, D. M. (1984). On the cognitive effects of learning computer programming. New Ideas in Psychology, 2, 137-168.
Pea, R. D. (1984). Symbol systems and thinking skills: Logo in context. Proceedings of the 1984 National Logo Conference.
Pea, R. D., Kurland, D. M., & Hawkins, J. (1985). Logo programming and the development of thinking skills. In M. Chen & W. Paisley (Eds.), Children and microcomputers: Formative studies (pp. 193-212). Beverly Hills, CA: Sage.
Kurland, D. M., & Pea, R. D. (1985). Children’s mental models of recursive Logo programs. Journal of Educational Computing Research, 1(2), 235-243.
Pea, R. D. (1986). Language-independent conceptual bugs in novice programming. Journal of Educational Computing Research, 2(1), 25-36.
LOGO Project