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Actions Shares. Embeds 0 No embeds. No notes for slide. Papathomaidi Doukas School Messogion , Maroussi 25 Athens Greece tel: , fax: e-mail: ikotsa leon. Our main aim, in this microworld environment, is to approach the problem solving process in a "human" way, without having to adapt our thinking skills to a computational aspect of view. The presented powerful ideas emphasize the use of Logo as a student-centered tool in a generative active environment.

This paper will focus on four open-ended microworlds polyspin, alphabet, lego-logo, speaking-turtle that can be successfully included in any kind of computer-based curriculum or curricular school program geometry, algebra, physics, etc.

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These microworlds except the last one have been tested in our Logo-based curriculum which is included as an appendix. This curriculum has been resulted from an over-five year effort to introduce and apply a one-hour per week, in a condensed way class of Informatics into the school time-table, covering 4th to 8th grade. Keywords: Logo, curriculum, microworlds, alphabets, functional programming, multimedia George Bariamis was born in He has done post-graduate studies in Pedagogical and Technical School of Athens. As a teacher of Informatics at Doukas School since , he has been working with students from elementary level to high school level and also with adults interested in New Technology.

Sotiris Chaimantas was born in He received a degree in Informatics at the Fachhochschule of Konstanz Germany. He has been working in the field of Informatics in Germany and Greece for 4 years. As a teacher of Informatics at Doukas School since , he has been working with students from elementary level to high school level designing and implementing educational software as well. John Kotsanis was born in Logo Environments are of special significance to him.

He is also active in software development and teacher training in various projects at Patras University. Lena Papathomaidi was born in She is currently teacher of Informatics at Doukas School. This can be achieved by choosing certain ideas and applications that will motivate the learner. The use of microworlds and the powerful ideas they contain, has proved to be one of the best means in this educational process. These microworlds can include the following features which have been previously referred. They are: - clearly defined parts of reality - visualising and modelling process - highly interactive and friendly - able to manipulate, explore and be explored - open-ended, extensible, cooperative, combinable In the following chapters we will describe four microworlds polyspin, alphabet, lego-logo, speaking-turtle that can successfully be included in any kind of curricular school program.

We can use the microworld to design any kind of shapes e.

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The following procedures represent the basic structural elements of such a microworld the initial pattern may be a procedure or an instruction list : 3. The fundamental challenge of the microworld is that in every new movement or rotation, the whole set of the previous patterns takes part and not only the first one. This reflects to the functionality of the microworld and to the interpretation of procedures as usual data.

We approach the problem solving process in a human way, giving the appropriate commands without having to adapt our thinking to the lower details of machine operation or a computational aspect of view. The previous possibilities emphasize the use of Logo as a powerful tool to which we can simulate and finally observe the way we are thinking.

It can become the reason for someone to refer to the history of Typography, the various family fonts, the way of recognising, processing, representing characters on the computer, up to designing letters with detailed predefined pieces as well as real objects used by young kids and the making of banners by the use of floor turtles.

Start learn coding. Learn more about Turtle Academy. I love this programming environment because my students can start a project at school and seamlessly continue it at home. Our objective is to teach programming principles in a fun and easy way making programming an accessible competancy to every child in the world. In the quite near future everything we will do will require basic programming abilities, and therefore it is important to learn this skill and learn to like it.

Give the students enough new information to stimulate new pages but do not overload with lots of commands. Use a constructionist approach to student work. Evaluation: Evaluation will center around students mastery of the basic commands. At the conclusion of instruction the students are given a set screen or project to create. Great incentive is provided for students to master the lesson objective. Only after the objective has been reached will the student be allowed to work on an independent project. Challenges are offered for able students before they proceed on independent work.

Lesson 1: Introduction. Use projection of screen. Show how turtle moves.

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Explain angles, degrees and why angles over degrees are pointless. After completion of assignment students are free to pursue and experiment with commands. Lesson 2: Introduce color commands and pen commands. Show students where help screen is and the colors that are available.

Show how to access the help screen using apple keys. Project: Change background color, turtle color, draw two squares that are not connected. Draw a dotted line. Challenge: Draw a dotted line with different colors. Draw a square inside a square each using a different color. Ask class about the color black. How is it created?


Upon mastery of concepts students are free to experiment. Do a short lesson on the chalk board explaining angles: degrees to circle, 90 degrees to right angle. Indicate that angles RT and LT over are a waste of the turtles time! Project: Create a square inside a square with no connecting lines using repeat function. NOTE: These lessons can be broken up for class periods of exploration at any time.

Introduction to Programming in Logo Using Logowriter

Every effort should be make to have students be comfortable and master the new commands. Additional challenges can be offered for students able to grasp initial concepts while other students work on standard project. Explain how work on the page can be saved but only if the page is named. Show using screen how to save a page and then how to change the page name. Project: Students create one page named LW their name. Then change page name to LW their name in caps. Then change page name again to LW their name in lower case.

Students use initials to create page name to save work on. Class then creates own work using commands and saves.

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Commands- Cursor to top of page, Cursor to bottom of page. Clear Text [CT].

Permanent motivation in Logo

Use overhead to show class that the cursor will change position using Apple U and Apple D to graphic screen or command center. Show how pages can be named and titled on the graphics page. Project: Students use named page from table of contents to CG and then create a design on the page. The students will then title the page and put their names on it.

The class will then save, bring up screen again and view other students work. Emphasis will be placed on avoidance of large repeats with no turns which color the entire screen. Students to finish project on named page, title page and students names must be on screen.

What is Logo-Like Learning?

Students must save for next lesson. Challenge: Students will name additional page and experiment further. Lesson 6: Printing the graphic page. Student's use printer. Project: Complete a graphic project. Title the picture and put students names on page. Print out final copy.

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Compare different graphic works to see which print out best. Discuss why certain pages look better. Challenge: Write a short description or story and illustrate, then print.