Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane.
Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously.
Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch.
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.
Misconception: Students often have off by 1 errors when working with loops, which can result from mixing up > and >= as well as forgetting that arrays start at index 0.
Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed.
Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch.
Misconception: Students have trouble understanding that when the value of a variable is reassigned its previous value is irrelevant.
Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch.
Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch.