Software Design as a Learning Environment

TLDR

All three classes followed the regular mathematics curriculum, including a two‑month unit on fractions. The article presents the Instructional Software Design Project (ISDP) as a Constructionist model for using computers in education, elaborating how it integrates programming and content learning. In a Boston inner‑city public school, fourth‑grade students used Logo programming over a semester to design fraction‑teaching software, with pre‑ and post‑tests and mixed methods assessing their learning against two control classes. Students who designed fraction software with Logo achieved higher mastery of fractions and Logo, along with improved metacognitive skills, and the study concludes that simultaneous learning of programming and content yields better outcomes than learning them separately.

Abstract

Abstract This article describes a learning research called the Instructional Software Design Project (ISDP), and offers a Constructionist vision of the use of computers in education. In a Logo‐based learning environment in a Boston inner‐city public school, a fourth‐grade class was engaged during one semester in the design and production of educational software to teach fractions. Quantitative and qualitative research techniques were used to assess their learning of mathematics, programming, and design, and their performance was compared with that of two control classes. All three classes followed the regular mathematics curriculum, including a two‐month unit on fractions. Pre‐ and post‐tests were administered to the experimental and control groups. The evaluation revealed greater mastery of both Logo and fractions as well as acquisition of greater metacognitive skills by the experimental class than by either control class. Selected results from several case studies, as well as an overall evaluation are presented and discussed. Using ISDP as a model project, a Constructionist vision of using technology in learning is elaborated. The ISDP approach of using Logo programming as a tool for reformulating knowledge is compared with other ways of learning and using Logo, in particular the learning of programming per se in isolation from a content domain. Finally, ISDP is presented as a way of simultaneously learning programming and other content areas; and the claim is made that learning both of these together results in better learning than if either were learned in isolation from the other.