Misconception: Students have difficulty understanding how to share App Inventor projects between different computers. Share Misconception: Students have difficulty understanding how to share App Inventor projects between different computers. with FacebookShare Misconception: Students have difficulty understanding how to share App Inventor projects between different computers. with Twitter
Misconception: Students get confused about why every character in NetLogo is called a turtle even if they don’t look like turtles. Share Misconception: Students get confused about why every character in NetLogo is called a turtle even if they don’t look like turtles. with FacebookShare Misconception: Students get confused about why every character in NetLogo is called a turtle even if they don’t look like turtles. with Twitter
When explaining program structure, highlight which aspects of the program are static and which are dynamic in order to clearly distinguish between the two. Share When explaining program structure, highlight which aspects of the program are static and which are dynamic in order to clearly distinguish between the two. with FacebookShare When explaining program structure, highlight which aspects of the program are static and which are dynamic in order to clearly distinguish between the two. with Twitter
Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign. Share Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign. with FacebookShare Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign. with Twitter
Misconception: Students think that both the IF and the ELSE cases of a conditional are executed every single time a conditional runs. Share Misconception: Students think that both the IF and the ELSE cases of a conditional are executed every single time a conditional runs. with FacebookShare Misconception: Students think that both the IF and the ELSE cases of a conditional are executed every single time a conditional runs. with Twitter
Misconception: Students believe that a method can only be called once on a given object. Share Misconception: Students believe that a method can only be called once on a given object. with FacebookShare Misconception: Students believe that a method can only be called once on a given object. with Twitter
Misconception: Students think that two different variables cannot refer to the same object. Share Misconception: Students think that two different variables cannot refer to the same object. with FacebookShare Misconception: Students think that two different variables cannot refer to the same object. with Twitter
Misconception: Students believe that reference pointers go both directions such that objects know what points to them. Share Misconception: Students believe that reference pointers go both directions such that objects know what points to them. with FacebookShare Misconception: Students believe that reference pointers go both directions such that objects know what points to them. with Twitter
Misconception: Students think that it’s possible to write methods that add attributes to a Java class. Share Misconception: Students think that it’s possible to write methods that add attributes to a Java class. with FacebookShare Misconception: Students think that it’s possible to write methods that add attributes to a Java class. with Twitter
Misconception: Students believe that methods in different classes cannot have the same name. Share Misconception: Students believe that methods in different classes cannot have the same name. with FacebookShare Misconception: Students believe that methods in different classes cannot have the same name. with Twitter
Misconception: Students believe that boolean values can only be used in conditionals. Share Misconception: Students believe that boolean values can only be used in conditionals. with FacebookShare Misconception: Students believe that boolean values can only be used in conditionals. with Twitter
Misconception: Students create a new object when they only need to copy a reference. Share Misconception: Students create a new object when they only need to copy a reference. with FacebookShare Misconception: Students create a new object when they only need to copy a reference. with Twitter
Misconception: Students create a new instance variable when they only need a local variable. Share Misconception: Students create a new instance variable when they only need a local variable. with FacebookShare Misconception: Students create a new instance variable when they only need a local variable. with Twitter
Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. Share Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. with FacebookShare Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. with Twitter
Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. Share Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. with FacebookShare Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. with Twitter
Misconception: Students think that “return x*x” changes the value of x to be x*x. Share Misconception: Students think that “return x*x” changes the value of x to be x*x. with FacebookShare Misconception: Students think that “return x*x” changes the value of x to be x*x. with Twitter
Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. Share Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. with FacebookShare Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. with Twitter
Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. Share Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. with FacebookShare Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. with Twitter
Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. Share Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. with FacebookShare Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. with Twitter
Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. Share Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. with FacebookShare Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. with Twitter