mit lifelong kindergarten’s scratch serious computer science, playful environment 4/25/2009 puget...
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![Page 1: MIT Lifelong Kindergarten’s Scratch Serious Computer Science, Playful Environment 4/25/2009 Puget Sound CSTA meeting](https://reader035.vdocument.in/reader035/viewer/2022072010/56649ddd5503460f94ad5ff1/html5/thumbnails/1.jpg)
MIT Lifelong Kindergarten’s Scratch
Serious Computer Science, Playful Environment4/25/2009 Puget Sound CSTA meeting
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Today’s goals
• Introduce the Scratch environment• Demonstrate its value as a teaching tool• NOT go through tutorials• NOT provide lesson plans• Explore interest for future in-depth sessions
Puget Sound CSTA – 4/25/2009
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Why teach HS computer science?
• Problem solving– Algorithmic thinking/“thinking like a computer”– Understanding of what computers can/can’t do
• Reinforcing learning from core subjects– Algebra– Geometry– Scientific method
• Increasing interest in computing fields
Puget Sound CSTA – 4/25/2009
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Secondary goals/means to end
• Making all students into star programmers• Teaching all of a language’s syntax• Designing and building complex systems– Video games
Puget Sound CSTA – 4/25/2009
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Scratch: visual programming
• http://scratch.mit.edu
Puget Sound CSTA – 4/25/2009
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Why Scratch?
• No syntax learning-curve• Exposure to complex topics builds intuition– Objects– Event-driven programming – Booleans
• Immediate feedback• Visual environment appears “less nerdy”• Clean interface
Puget Sound CSTA – 4/25/2009
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Thinking like a computer
• Understanding major programming constructs– Variables– Loops– Conditionals– Objects
Puget Sound CSTA – 4/25/2009
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Avoiding common misconceptions
• “Loop bodies stop executing as soon as the test condition becomes false”
• “You can never have two variables with the same name”
• “It doesn’t matter what order I put my statements in”
• Have students design programs to disprove these!
Puget Sound CSTA – 4/25/2009
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Increasing problem solving skills
• Understanding problem statements• Decomposing problems into solvable pieces• Incremental design• Sample problem: The user can set gridHeight,
gridWidth and gridMargin with sliders. The cat should draw a grid of size gridHeight by gridWidth, gridMargin away from the edge of the screen.
Puget Sound CSTA – 4/25/2009
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Breaking down the grid problem
• (Syntax) How can we get Cat to draw a horizontal line 30 from the top of the screen?
• (Geometry) How can we get Cat to draw 5 evenly spaced horizontal lines?
• (Syntax) What kind of loop should we use? • (Algorithm) How many times will it repeat?• (Algebra) What if we want a margin of 30 on
top and bottom?
Puget Sound CSTA – 4/25/2009
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Resources
• http://resources.scratchr.org/• http://www.cs.uni-potsdam.de/~
romeike/UEWettbewerb/index-english.htm• http://www.redware.com/scratch/• http://
billkerr2.blogspot.com/2008/03/scratch-challenges-introductory.html
• http://www.slideshare.net/pwoessner/intro-to-scratch-presentation
• http://www.cs50.net/
Puget Sound CSTA – 4/25/2009
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QUESTIONS AND
DISCUSSION OF NEXT STEPS
Puget Sound CSTA – 4/25/2009