with computer-controlled devices such as motors( Resnick & Ocko, 1990). With two to four students per group, children in grades 3-5 tackle design problems such as creating a LEGO walking machine. In addition to physical tasks( building robots) and mental tasks( programming actions), the students keep“ Inventors Notebooks.”
Early qualitative studies of children engaging in the LEGO / Logo projects yielded positive results( Lai, 1993). Resnick and Ocko( 1990) summarize the results:
Our work has shown that Constructionist design activities offer rich learning opportunities. Far from obscuring mathematical and scientific concepts, design projects can actually give mathematical and scientific concepts a new relevance in the minds of children. Moreover, such projects can provide students with a new appreciation of how real mathematicians and scientists( not to mention architects and engineers and writers) go about their work.( pp. 127-128)
An extension of the LEGO / Logo work has led to the development of a“ programmable brick” and other objects that students can use in constructionist design projects( Resnick, 1997). Research continues at the M. I. T. Media Lab and local schools in the Boston area to test these and other microworlds( Kafai & Resnick, 1996).
Jasper Woodbury
The Cognition and Technology Group at Vanderbilt University is well known for the development of a rich set of classroom-based learning environments that address a wide range of curriculum goals including mathematics and problemsolving( Cognition and Technology Group at Vanderbilt, 1992). The most heavily researched versions of these programs are known as the Jasper Woodbury Problem-Solving Series. Available in both linear video and interactive videodisc formats, these programs are based around interesting vignettes that present middle school-age students with challenging problems to solve. For example, in one episode, a hiker finds a wounded eagle in a remote mountain site that can only be reached by personal aircraft. The students must figure out the best route to fly while dealing with variables such as wind conditions and fuel capacity. Students work in small teams to solve these problems. There are multiple possible solutions, and conditions such as wind speed can be changed to create analog and extension problems.
A year-long research project was conducted with Jasper in 16 schools in 9 states( Cognition and Technology Group at Vanderbilt, 1991). Comparing students in Jasper classes with those in traditional math classes, the researchers investigated effects in terms of mathematical problem-solving and reasoning skills, specific mathematical knowledge and skills, standardized achievement test scores, and attitudes toward mathematics. The study used both quantitative and qualitative methods.
29