  This paper investigates how high school students in an introductory computer
science course approach computing in the Logic Programming (LP) paradigm. This
qualitative study shows how novice students operate within the LP paradigm
while engaging in foundational computing concepts and skills: students are
engaged in a cyclical process of abstraction, reasoning, and creating
representations of their ideas in code while also being informed by the
(procedural) requirements and the revision/debugging process. As these
computing concepts and skills are also expected in traditional approaches to
introductory K-12 CS courses, this paper asserts that LP is a viable paradigm
choice for high school novices. This paper is under consideration in Theory and
Practice of Logic Programming (TPLP).
