Some of the aspects that characterize the novelty and the difficulties observed in the pupil/computer interaction in the school context are discussed from a psycho-cognitive and a psycho-pedagogical point of view. Special emphasis is put on the need to be particularly sensitive to the problems posed to pupils by the introduction of a formal language and by its use for programming and problem-solving.
Get full access to this article
View all access options for this article.
References
1.
ArsacJ. (1984). La conception des programmes.Pour la Science, 85, 1984, 105–113.
2.
DionnetS.MartiE.VitaleB.and wellsA. (1985). Représentation et contrôle global-local du mouvement chez l'enfant dans la programmation LOGO.Revue Française de Pédagogie, 72, 13–23.
3.
DionnetS.GuyonJ.and vitaleB. (1987). Aspects psycho-cognitifs de l'activité informatique, inDescolongesM.EnelF. (Eds.): Evaluation des clubs d'informatique en France; analyse psycho-sociale et psychocognitive. Rapport au Ministère de la jeunesse et des sports et au Ministère de la culture. Paris.
4.
HofmannB.MarcellusO.ReyF.and vitaleB. (1987). TATUE ou la relation élève-ordinateur; Une évaluation formative du cours d'informatique au Cycle d'orientation. Genève: DIP-CRPP.
5.
HofmannB.De MarcellusO.ReyF.and vitaleB. (1989). Observation de cours d'initiation à l'informatique; Complément à la recherche «TATUE»,. Genève: DIP-CRPP.
6.
JohansonR. P. (1988). Computers, cognition and curriculum; Retrospect and prospect.Journal of Educational Computing Research, 4, 1–30.
7.
KrendlK. A.LiebermanD. A. (1988). Computers and learning; A review of recent research.Journal of Educational Computing Research, 4, 367–389.
8.
KurlandD. M.PeaR. D. (1985). Children's mental models of recursive LOGO programs.Journal of Educational Computing Research, 1, 235–243.
9.
MendelsohnP. (1988). Les activités des programmation chez l'enfant; Le point de vue de la psychologie cognitive.Technique et Science Informatique, 7, 47–58.
10.
PeaR. D.and kurlandD. M. (1984). On the cognitive effects of learning computer programming.New Ideas in Psychology, 2, 137–168 (also in PeaR. D.Sheingold (Eds.): Mirrors, of mind; Patterns of experience in educational computing.Norwood: Ablex, 1987, 147–177).
11.
PylyshynZ. W. (1984) Computation and cognition; Toward a foundation for cognitive science.Cambridge (Ma): MIT Press.
12.
ScherzZ.GoldbergD.FundZ. (1990): Cognitive implications of learning PROLOG; Mistakes and misconceptions. J.Educat. Comp. Res., 6, 89–110.
13.
ShneidermanB. (1980). Software psychology; Human factors in computer and information systems.Cambridge (Ma): Winthrop.
14.
VitaleB. (1988). Epistemología y pedagogía de la introducción de los niños a la informática. EnAguirregabiriaM. (ed.): Tecnología y educación, Madrid: Narcea 1988, 138–148. (Epistemology and pedagogy of children's approach to informatics, International Conference on Education, Bilbao 1987).
15.
VitaleB. (1989). Relation entre théorie et pratique; Le cas de l'informatique.Education et Recherche, 11, (3), 23–34.
16.
VitaleB. (1990). L'intégration de l'informatique à la pratique pédagogique; I: Considérations générales pour une approche transdisciplinaire. Genève: DIP-CRPP.
17.
VitaleB. (1990a). Elusive recursion; A trip in recursive land.New Ideas in Psychology, 7, no. 3.
18.
WeizenbaumJ. (1984). Kurs auf den Eisberg; oder «Nur das Wunder wird uns retten», sagt der Computerexperte. Zürich, Pendo.
19.
WertzH. (1981). Some ideas on the educational use of computers.Proceedings of the Annual Conference of the A.C.M., Los Angeles, 101–107.
20.
WirthN. (1976). Algorithms + data structure = programs.Englewood Cliffs: Prentice-Hall.
