Abstract
The Logo computer programming language has been described as an environment in which children will develop problem-solving skills. Unfortunately, much of the research concerned with Logo and problem solving has not found such connection, but a careful reading of that literature suggests that explicit problem-solving instruction and mediated Logo programming practice can result in the development and transfer of certain problem-solving abilities. The research reported in this article was designed to test such hypothesis. In particular, it differentiates between interventions combining explicit instruction with medicated practice and discovery learning approaches, and assesses the importance of Logo programming within the former. Results reveal that texplicit instruction with Logo programming practice supported the development and transfer of four problem-solving strategies, subgoals formation, forward chaining, systematic trial and error, and analogy; whereas neither discovery learning in a Logo environment nor explicit instruction with concrete manipulatives practice did so. Indications are that such instruction and practice can support the teaching and learning of alternative representation strategies as well. The findings support claims for the efficacy of Logo as medium conducive to the teaching and learning of problem solving, but only when particular problem-solving skills are explicitly taught.
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