Effects of a Logo Microworld on Student Ability to Transfer a Concept

Abstract

Using Logo, a microworld was created where students could explore concepts of plotting points in a cartesian coordinate system. The microworld was an interactive environment which encouraged student estimation and revision. Twenty sixth-grade students in the experimental group worked with the microworld in pairs following formal classroom work on cartesian coordinates. Following the treatment, students were tested for knowledge of the concepts and ability to transfer the concepts. Although the experimental group performed better than the control group on both outcome measures, the greatest difference between the two groups was on the measure of transfer.