Facilitating Logo’s Potential Using Teacher-Mediated Delivery of Instruction

Abstract

This literature review examines Logo’s contribution in facilitating student learning and promoting problem-solving skills. The reported positive and negative effects for students using Logo are discussed. Research on Logo cognitive, metacognitive, affective, and transfer-skill learning effects are described, along with a discussion of research challenging those claims. Effective instructional practices using teacher-mediated delivery and support of instruction are also discussed. This review suggests that Logo instruction balancing carefully planned, teacher-mediated lessons with student problem solving and planned independent Logo exploration will need to be provided to promote Logo’s potential.

Keywords:

• achievement
• literature review
• Logo
• problem solving