Vocabulary

IDENTIFIERS *LOGO Programing Language The terms and concepts children used to explain their beliefs about computers before and after classroom exposure to microcomputers were studied to identify misconceptions about computers that could interfere with computer-based learning. Children in each of two classrooms at the Bank Street School for Children were interviewed individually on their conceptions of computers at the beginning and end of their first year with computers in the classroom (fall 1981-summer 1982), which included work with the LOGO programming language. Their experience with computers inside and outside of school were also examined to provide a context for the following overall issues: (1) children's understanding of programming computers in LOGO; (2) their broader conceptions of computers beyond their function of programmable devices, such as cultural object