This paper reports the results of the first part of a study to design,
implement and evaluate a LOGO-based microworld for ratio and proportion.
The microworld provided pupils (of 12 -13 years-of-age) with pre-written
LOGO tools which could be used and explored in terms of their internal
and external relationships; pupils were given opportunities to create
and explore their own programs. The microworld was implemented in
a class of 24 children with the researchers acting as teachers. Evaluation
took the form of (i) paper-and-pencil pre- and delayed post-tests;
(ii) audio recorded interviews with nine pupils subsequent to both
tests; (iii) process data during the microworld implementation.
%0 Journal Article
%1 Hoyles:1989:jcal
%A Hoyles, C.
%A Noss, R.
%A Sutherland, R.
%D 1989
%J J. of Computer Assisted Learning
%K imported thesis
%N 4
%P 208--222
%R 10.1111/j.1365-2729.1989.tb00211.x
%T Designing a LOGO-based microworld for ratio and proportion
%V 5
%X This paper reports the results of the first part of a study to design,
implement and evaluate a LOGO-based microworld for ratio and proportion.
The microworld provided pupils (of 12 -13 years-of-age) with pre-written
LOGO tools which could be used and explored in terms of their internal
and external relationships; pupils were given opportunities to create
and explore their own programs. The microworld was implemented in
a class of 24 children with the researchers acting as teachers. Evaluation
took the form of (i) paper-and-pencil pre- and delayed post-tests;
(ii) audio recorded interviews with nine pupils subsequent to both
tests; (iii) process data during the microworld implementation.
@article{Hoyles:1989:jcal,
abstract = {This paper reports the results of the first part of a study to design,
implement and evaluate a LOGO-based microworld for ratio and proportion.
The microworld provided pupils (of 12 -13 years-of-age) with pre-written
LOGO tools which could be used and explored in terms of their internal
and external relationships; pupils were given opportunities to create
and explore their own programs. The microworld was implemented in
a class of 24 children with the researchers acting as teachers. Evaluation
took the form of (i) paper-and-pencil pre- and delayed post-tests;
(ii) audio recorded interviews with nine pupils subsequent to both
tests; (iii) process data during the microworld implementation.},
added-at = {2017-03-16T11:50:55.000+0100},
author = {Hoyles, C. and Noss, R. and Sutherland, R.},
biburl = {https://www.bibsonomy.org/bibtex/2526b0a86f59c368b52706afc213957cb/krevelen},
doi = {10.1111/j.1365-2729.1989.tb00211.x},
interhash = {24b268b43db0531f80e36527cb78a16d},
intrahash = {526b0a86f59c368b52706afc213957cb},
journal = {J. of Computer Assisted Learning},
keywords = {imported thesis},
number = 4,
owner = {Rick},
pages = {208--222},
timestamp = {2017-03-16T11:54:14.000+0100},
title = {Designing a {LOGO}-based microworld for ratio and proportion},
volume = 5,
year = 1989
}