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
Use LightBot, Picobot, and Manufactoria as introductory exercises to figure out what types of problems might arise in the classroom. Share Use LightBot, Picobot, and Manufactoria as introductory exercises to figure out what types of problems might arise in the classroom. with FacebookShare Use LightBot, Picobot, and Manufactoria as introductory exercises to figure out what types of problems might arise in the classroom. with Twitter
Have students think about a reference to an object as a numeric memory address to help them understand how passing references works. Share Have students think about a reference to an object as a numeric memory address to help them understand how passing references works. with FacebookShare Have students think about a reference to an object as a numeric memory address to help them understand how passing references works. with Twitter
Demonstrate manipulating primitives with operators before manipulating them with methods so students can understand the basics of primitives before using them in a more complicated way. Share Demonstrate manipulating primitives with operators before manipulating them with methods so students can understand the basics of primitives before using them in a more complicated way. with FacebookShare Demonstrate manipulating primitives with operators before manipulating them with methods so students can understand the basics of primitives before using them in a more complicated way. 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
Provide students with an algorithm which is written in everyday language and have students write pseudocode in order to help them practice the process of translating the ideas in their heads into code. Share Provide students with an algorithm which is written in everyday language and have students write pseudocode in order to help them practice the process of translating the ideas in their heads into code. with FacebookShare Provide students with an algorithm which is written in everyday language and have students write pseudocode in order to help them practice the process of translating the ideas in their heads into code. 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
Send students on an online scavenger hunt to find pieces of information on the internet so they learn different ways of retrieving data. Share Send students on an online scavenger hunt to find pieces of information on the internet so they learn different ways of retrieving data. with FacebookShare Send students on an online scavenger hunt to find pieces of information on the internet so they learn different ways of retrieving data. with Twitter
Have students complete CodeLab’s practice exercises to improve their skills in Python, Java, C++, or other programming languages. Share Have students complete CodeLab’s practice exercises to improve their skills in Python, Java, C++, or other programming languages. with FacebookShare Have students complete CodeLab’s practice exercises to improve their skills in Python, Java, C++, or other programming languages. with Twitter
Ask students to consider which objects in the room are computers to further their understanding of what computing is. Use the phrasing "What different Computers do you see". Share Ask students to consider which objects in the room are computers to further their understanding of what computing is. Use the phrasing "What different Computers do you see". with FacebookShare Ask students to consider which objects in the room are computers to further their understanding of what computing is. Use the phrasing "What different Computers do you see". with Twitter
Combat stereotypes about computer science and computer scientists. This shows students that, regardless of their personality or other hobbies outside of CS, they could become computer scientists too! Share Combat stereotypes about computer science and computer scientists. This shows students that, regardless of their personality or other hobbies outside of CS, they could become computer scientists too! with FacebookShare Combat stereotypes about computer science and computer scientists. This shows students that, regardless of their personality or other hobbies outside of CS, they could become computer scientists too! 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 designing CS courses for total novices, integrate activities based on students’ pre-existing interests to engage them. Share When designing CS courses for total novices, integrate activities based on students’ pre-existing interests to engage them. with FacebookShare When designing CS courses for total novices, integrate activities based on students’ pre-existing interests to engage them. with Twitter
Ensure young CS students check their functions with a variety of inputs, as well as with edge cases. Share Ensure young CS students check their functions with a variety of inputs, as well as with edge cases. with FacebookShare Ensure young CS students check their functions with a variety of inputs, as well as with edge cases. with Twitter
Beginning students are used to viewing computers from a user’s perspective, and they subsequently have habits that may conflict with using the computer as a programmer. Share Beginning students are used to viewing computers from a user’s perspective, and they subsequently have habits that may conflict with using the computer as a programmer. with FacebookShare Beginning students are used to viewing computers from a user’s perspective, and they subsequently have habits that may conflict with using the computer as a programmer. with Twitter
Encourage new CS students to break away from the habit of using an interface to solve computer problems. Share Encourage new CS students to break away from the habit of using an interface to solve computer problems. with FacebookShare Encourage new CS students to break away from the habit of using an interface to solve computer problems. with Twitter
When designing early CS courses, use tools with familiar interfaces, like programs with drag and drop components. Share When designing early CS courses, use tools with familiar interfaces, like programs with drag and drop components. with FacebookShare When designing early CS courses, use tools with familiar interfaces, like programs with drag and drop components. with Twitter
Emphasize the importance of planning and analyzing code to students with previous CS experience. Share Emphasize the importance of planning and analyzing code to students with previous CS experience. with FacebookShare Emphasize the importance of planning and analyzing code to students with previous CS experience. 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
Remind students that variable assignment occurs in the order assignments are given. This avoids the misconception that changing one value affects other variables assigned before it. Share Remind students that variable assignment occurs in the order assignments are given. This avoids the misconception that changing one value affects other variables assigned before it. with FacebookShare Remind students that variable assignment occurs in the order assignments are given. This avoids the misconception that changing one value affects other variables assigned before it. with Twitter