Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. Share Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with FacebookShare Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with Twitter
Misconception: When students use the division operator during declaration or assignment of a Double in Java, like double x = a/b, they forget about integer division, which can result in rounding errors. Share Misconception: When students use the division operator during declaration or assignment of a Double in Java, like double x = a/b, they forget about integer division, which can result in rounding errors. with FacebookShare Misconception: When students use the division operator during declaration or assignment of a Double in Java, like double x = a/b, they forget about integer division, which can result in rounding errors. with Twitter
Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. They think that variables store unresolved equations. Share Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. They think that variables store unresolved equations. with FacebookShare Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. They think that variables store unresolved equations. with Twitter
Misconception: Students get confused about whether to set or change variables in Scratch. Share Misconception: Students get confused about whether to set or change variables in Scratch. with FacebookShare Misconception: Students get confused about whether to set or change variables in Scratch. with Twitter
Misconception: Students often forget to include a FOREVER block around IF blocks in Scratch when programming games. Share Misconception: Students often forget to include a FOREVER block around IF blocks in Scratch when programming games. with FacebookShare Misconception: Students often forget to include a FOREVER block around IF blocks in Scratch when programming games. with Twitter
Misconception: Students confuse static and final variables in Java. Share Misconception: Students confuse static and final variables in Java. with FacebookShare Misconception: Students confuse static and final variables in Java. with Twitter
Misconception: Students mix up whether model class names and database table names should be singular or plural in Ruby on Rails. Share Misconception: Students mix up whether model class names and database table names should be singular or plural in Ruby on Rails. with FacebookShare Misconception: Students mix up whether model class names and database table names should be singular or plural in Ruby on Rails. with Twitter
Misconception: Students have trouble understanding the difference between Get, Post, Put/Patch, and Delete in Ruby on Rails Routing. Share Misconception: Students have trouble understanding the difference between Get, Post, Put/Patch, and Delete in Ruby on Rails Routing. with FacebookShare Misconception: Students have trouble understanding the difference between Get, Post, Put/Patch, and Delete in Ruby on Rails Routing. with Twitter
Misconception: Students have trouble understanding the overall flow of a Ruby on Rails application when they access an individual page. Share Misconception: Students have trouble understanding the overall flow of a Ruby on Rails application when they access an individual page. with FacebookShare Misconception: Students have trouble understanding the overall flow of a Ruby on Rails application when they access an individual page. with Twitter
Misconception: Students may not realize that websites need and use servers to store, process, and deliver content to users’ browsers, causing struggles with the distinction between Server side vs. Client side. Share Misconception: Students may not realize that websites need and use servers to store, process, and deliver content to users’ browsers, causing struggles with the distinction between Server side vs. Client side. with FacebookShare Misconception: Students may not realize that websites need and use servers to store, process, and deliver content to users’ browsers, causing struggles with the distinction between Server side vs. Client side. with Twitter
Misconception: Students have trouble distinguishing between instance variables and parameters in Java. Share Misconception: Students have trouble distinguishing between instance variables and parameters in Java. with FacebookShare Misconception: Students have trouble distinguishing between instance variables and parameters in Java. with Twitter
Misconception: Students who first learn object-oriented programming in Python don’t realize they need to explicitly define instance variables in Java because this is done implicitly in Python. Share Misconception: Students who first learn object-oriented programming in Python don’t realize they need to explicitly define instance variables in Java because this is done implicitly in Python. with FacebookShare Misconception: Students who first learn object-oriented programming in Python don’t realize they need to explicitly define instance variables in Java because this is done implicitly in Python. with Twitter
Misconception: Students get confused with object-oriented programming in Python because function declarations explicitly take self as an argument, but function calls don’t use self as argument. Share Misconception: Students get confused with object-oriented programming in Python because function declarations explicitly take self as an argument, but function calls don’t use self as argument. with FacebookShare Misconception: Students get confused with object-oriented programming in Python because function declarations explicitly take self as an argument, but function calls don’t use self as argument. with Twitter
Misconception: Students think that arrays start at 1 instead of 0. Share Misconception: Students think that arrays start at 1 instead of 0. with FacebookShare Misconception: Students think that arrays start at 1 instead of 0. with Twitter
Encourage students to replace variables with values when tracing through code to reduce the necessary cognitive load. Share Encourage students to replace variables with values when tracing through code to reduce the necessary cognitive load. with FacebookShare Encourage students to replace variables with values when tracing through code to reduce the necessary cognitive load. with Twitter
Discuss and explore the difference between additive (sequential) and multiplicative (nested) loop structures to give students practice reasoning about loops. Share Discuss and explore the difference between additive (sequential) and multiplicative (nested) loop structures to give students practice reasoning about loops. with FacebookShare Discuss and explore the difference between additive (sequential) and multiplicative (nested) loop structures to give students practice reasoning about loops. with Twitter
Have students pay close attention to loop bounds when tracing through code to help them identify and avoid off-by-one errors caused this way. Share Have students pay close attention to loop bounds when tracing through code to help them identify and avoid off-by-one errors caused this way. with FacebookShare Have students pay close attention to loop bounds when tracing through code to help them identify and avoid off-by-one errors caused this way. with Twitter
Misconception: When students trace through recursive code, they have trouble figuring out if operations are done before or after the recursive call. Share Misconception: When students trace through recursive code, they have trouble figuring out if operations are done before or after the recursive call. with FacebookShare Misconception: When students trace through recursive code, they have trouble figuring out if operations are done before or after the recursive call. with Twitter
Students tend to make assumptions about computer science based on the experiences they’ve already had with computers. Share Students tend to make assumptions about computer science based on the experiences they’ve already had with computers. with FacebookShare Students tend to make assumptions about computer science based on the experiences they’ve already had with computers. with Twitter
When students consider a function that produces incorrect outputs to be working, assign problems that provide clear on-screen feedback when a function is incorrect. Share When students consider a function that produces incorrect outputs to be working, assign problems that provide clear on-screen feedback when a function is incorrect. with FacebookShare When students consider a function that produces incorrect outputs to be working, assign problems that provide clear on-screen feedback when a function is incorrect. with Twitter