New Directions in Educational Computing Research
|II.||The Efficacy of Computer Programming Environments|
|III.||Constructing Appropriate Educational Environments|
This chapter provides comments on two aspects of the research presented in the preceding chapters. First, this chapter focuses on research comparing explicit instruction and discovery methods of instruction for teaching computer programming. Second, this chapter focuses on the conditions required for transfer of cognitive skills learned in computer programming environments.
The chapters in this book represent some of the most promising research and clear thinking on two important and related questions: (a) What are the most efficacious environments for promoting the learning of computer programming in and of itself, while at the same time (b) directing this learning toward the transfer of cognitive skills to extraprogramming environments?
In this chapter, I focus on research results having to do with explicit instruction in computer programming and cognitive skills versus unguided or discovery learning of programming and indirect instruction in cognitive skills. In addition, I focus on the structure of the learning environment surrounding the particular