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.
|Number of pages||16|
|Journal||Learning and Instruction|
|State||Published - 1992|