Abstract
Research on Logo programming contributing to student learning has appeared in the literature during the last four decades. Empirical and meta-analysis research studies support of teaching Logo coding in developing student cognitive problem-solving skills has been documented using teacher-mediated or guided instruction. Using guided instruction with teacher-mediated scaffolding Exploring Computer Science with MicroworldsEX (Walsh 2013-2017) has been found as an effective curriculum in preparing the author’s elementary and middle school students using the Logo code language to create geometric graphic, animation, and gaming projects. The instructional curriculum updated to a cloud-based platform Exploring Computer Science with Lynx (Walsh 2020) is anticipated to provide continue support to students and teachers in learning Logo coding. The paper will discuss the author’s journey in teaching Logo coding to students at the elementary and middle school level over a 30-year period. The classroom field experience along with research on Logo programming contributing to development of an e-book curriculum will be discussed. More research will be needed to study teacher scaffolding and mediation skills to support learning Logo using the Lynx platform along with transfer to other domains including programming environments like Python or JavaScript. Future employment of computer-programming jobs will be best for applicants with experience in a variety of programming languages and newest programming tools (Bureau of Labor Statistics, 2021).
Author Information
Thomas Walsh Jr., Ames Community Schools, United States
Paper Information
Conference: IICE2022
Stream: Design
This paper is part of the IICE2022 Conference Proceedings (View)
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To cite this article:
Jr. T. (2022) Development of Exploring Computer Science With Lynx for Student Learning Geometry and Logo Programming Code ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2022.10
To link to this article: https://doi.org/10.22492/issn.2189-1036.2022.10
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