Abstract
The purpose of the present study was to investigate the effects of different cooperative Logo environments on creativity and interpersonal relationships. Participants were 212 students who studied in six seventh-grade classrooms. Intact classes were randomly assigned to one of three treatment groups: Problem Solving (PS) based Logo (N=74); Guided-Logo (N=67); and nontreatment control (N=71). Results showed that students who participated in the problem solving based Logo environment scored higher on several aspects of creativity: figurative-originality, verbal-flexibility and verbal-originality than students who were exposed to either Guided-Logo or a nontreatment control group. In addition, the problem solving based Logo environment positively affected students' interpersonal relationships. The theoretical and practical implications of the study are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 259-274 |
| Number of pages | 16 |
| Journal | Learning and Instruction |
| Volume | 2 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1992 |