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Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch.
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Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch.
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Teach students how the xy-coordinate system works before having them use motion blocks in Scratch so they don’t get confused by positive and negative numbers.
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Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch.
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Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch.
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Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed.
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Have students create a digital story in Scratch about an interesting scientific phenomenon as a final project to teach them both computer programming and science literacy.
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Explicitly show students how to login to Scratch because not all students have the same level of computer literacy.
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Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch.
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Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch.
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Tell young students that computer programming is simply writing rules for a computer to follow, similar to bossing around a younger sibling, to help them connect programming to everyday life.
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Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously.
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Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane.
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Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch.
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Have students create polygons in Scratch to help them practice debugging and reasoning about geometry.
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Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done.
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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.
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Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch.
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Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point.
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