LEGO/Logo: Learning through and about design

Mitchel Resnick, S. Ocko


Most classroom problem-solving activities focus on analytic thinking: decomposing problems into subproblems. Students rarely get the opportunity to design and invent things. In this paper, we describe how LEGO/Logo, a computer-based robotics environment, supports a variety of design activities. We examine how students using LEGO/Logo can learn important mathematical and scientific ideas through their design activities, while also learning about the design process itself.

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