Abstract
This paper maps out and attempts to explain the common pattern of reaction to exploratory computer-based learning environments. From the point of view of the student and student-software interaction, five common categories of response are described and illustrated by reference to student work with Cabri Géomètre and with Logo. At a more global level, the shaping effect of the school system, termed the inertia cycle, is illustrated by reference to the history of Logo in three countries.
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Hoyles, C. (1995). Thematic Chapter: Exploratory Software, Exploratory Cultures?. In: diSessa, A.A., Hoyles, C., Noss, R., Edwards, L.D. (eds) Computers and Exploratory Learning. NATO ASI Series, vol 146. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-57799-4_11
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DOI: https://doi.org/10.1007/978-3-642-57799-4_11
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