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Information about Logo

Published on September 16, 2008

Author: emilley

Source: slideshare.net

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What is Logo? computer programming language designed for use by learners also powerful and can be effectively used as a mathematical problem-solving tool without limits originally developed at the Massachusetts Institute of Technology (MIT) in the 1960's to allow people, even small children, to use computers as a learning tool

computer programming language designed for use by learners

also powerful and can be effectively used as a mathematical problem-solving tool without limits

originally developed at the Massachusetts Institute of Technology (MIT) in the 1960's to allow people, even small children, to use computers as a learning tool

What is Logo? Logo was based on LISP, a programming language used in artificial intelligence research It is the language for learning and is a tool to teach the process of learning and thinking

Logo was based on LISP, a programming language used in artificial intelligence research

It is the language for learning and is a tool to teach the process of learning and thinking

Usage of Logo widely used in the classrooms of Europe and Japan In England, Logo is a mandated part of the national curriculum Now that most schools have a lab such that each student can have their own computer, using Logo in the mathematics classroom can be even more powerful

widely used in the classrooms of Europe and Japan

In England, Logo is a mandated part of the national curriculum

Now that most schools have a lab such that each student can have their own computer, using Logo in the mathematics classroom can be even more powerful

How it works? The computer interprets every command separately while the program is running rather than running a program that "compiles" the entire program into machine code. a program that is "interpreted" runs more slowly is actually a plus if you want to use Logo for education Students can try their Logo procedures immediately and make changes and additions to their work easily with immediate results

The computer interprets every command separately while the program is running rather than running a program that "compiles" the entire program into machine code.

a program that is "interpreted" runs more slowly

is actually a plus if you want to use Logo for education

Students can try their Logo procedures immediately and make changes and additions to their work easily with immediate results

Why Use Logo? not limited to any particular topic or subject has a natural tendency for the exploration of mathematics concepts and for promoting mathematical thinking encourages students to explore and to think about the processes involved in developing mathematical ideas The creation of a product becomes more important than the finished product itself

not limited to any particular topic or subject

has a natural tendency for the exploration of mathematics concepts and for promoting mathematical thinking

encourages students to explore and to think about the processes involved in developing mathematical ideas

The creation of a product becomes more important than the finished product itself

make the bridge from the concrete to the abstract, particularly with geometry and algebraic thinking Turtle graphics - leads to natural investigations of geometry concepts with easy-to-learn commands Logo provides an arena where students use algebra, need algebra and enjoy the productivity of algebra Why Use Logo?

make the bridge from the concrete to the abstract, particularly with geometry and algebraic thinking

Turtle graphics - leads to natural investigations of geometry concepts with easy-to-learn commands

Logo provides an arena where students use algebra, need algebra and enjoy the productivity of algebra

LOGO as a Programming Language for Educational Applications Theories of Jerome Bruner, a great promoter of Piagetian theory, clearly frame the significance of Logo as a tool for education. Studies in Cognitive Growth - three modes of representing knowledge: enactive, iconic, and symbolic enactive representation the significance of a stimulus is in the motor reaction it produces Iconic representation is representing external objects with images, either internal or external

Theories of Jerome Bruner, a great promoter of Piagetian theory, clearly frame the significance of Logo as a tool for education.

Studies in Cognitive Growth - three modes of representing knowledge: enactive, iconic, and symbolic

enactive representation the significance of a stimulus is in the motor reaction it produces

Iconic representation is representing external objects with images, either internal or external

LOGO as a Programming Language for Educational Applications symbolic representation is linguistic in nature Children start out with primarily the enactive mode and progress through the dominance of the iconic mode to the modal Western adult form of symbolic representation

symbolic representation is linguistic in nature

Children start out with primarily the enactive mode and progress through the dominance of the iconic mode to the modal Western adult form of symbolic representation

Turtle graphics and Bruner's forms of representation The concept of a geometric figure, say a square, can be translated into enactive mode The child may be instructed to walk forward 10 paces, turn right, walk forward 10 more paces, and so forth, until a square has been described on the floor. A connection can be made between these movements and the symbols FD 10 RT 90 FD 10 in this way, giving a concrete interpretation of a symbolic language. Finally, what the child sees as these commands are executed, is a visual image of a turtle drawing a square on the monitor--the iconic mode.

The concept of a geometric figure, say a square, can be translated into enactive mode

The child may be instructed to walk forward 10 paces, turn right, walk forward 10 more paces, and so forth, until a square has been described on the floor. A connection can be made between these movements and the symbols FD 10 RT 90 FD 10 in this way, giving a concrete interpretation of a symbolic language. Finally, what the child sees as these commands are executed, is a visual image of a turtle drawing a square on the monitor--the iconic mode.

“ Whole-brain learning" The right brain tends to specialize in schematic thinking and detailed visual imagery The left brain, in categorical and linguistic thinking. Symbols such as FD 50 RT 90 are processed by the left brain Images such as a square drawn on the monitor screen are processed by the right brain.

The right brain tends to specialize in schematic thinking and detailed visual imagery

The left brain, in categorical and linguistic thinking.

Symbols such as FD 50 RT 90 are processed by the left brain

Images such as a square drawn on the monitor screen are processed by the right brain.

“ Whole-brain learning" allows the left brain to communicate with the right brain In order to draw a certain geometric figure, the child can experiment with different strings of symbols until the desired result is achieved. With just a little prompting from the teacher, the child is on his or her own schedule of learning

allows the left brain to communicate with the right brain

In order to draw a certain geometric figure, the child can experiment with different strings of symbols until the desired result is achieved. With just a little prompting from the teacher, the child is on his or her own schedule of learning

Learning Problem Solving Skills our problem solving activity grows out of our creativity Out of our attempts at goal-achievement grow our problem-solving endeavours Learn the importance of being able to document the steps in our approaches to solving problems (a procedural outlook).

our problem solving activity grows out of our creativity

Out of our attempts at goal-achievement grow our problem-solving endeavours

Learn the importance of being able to document the steps in our approaches to solving problems (a procedural outlook).

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