There was a lot of discussion on the language of programming best for kids to learn, but it didn’t matter. Ultimately. Program learning is not grammar, it is algorithmic thought. It is not about learning the Codecademy instructions, it is a bigger work that is divided into several codable stages. That’s why the term “code” doesn’t like me – that’s not what we aim to show.
Cognitive scientists tell us we learn the things we think about and remember them. We have to ensure that our lessons allow pupils to reflect on what we want to learn. This is why searches of words do not have an educational benefit – they make pupils think rather than think about what the word looks like.
Consequently, I would not begin students with tasks in the current code on identifying syntax problems. It’s not thrilling, it also seems a little like getting kids from primary school to read the news. More significantly, when students consider programming approaches and procedures needed to build the program, they are thinking about the not-very-important problem of syntax.
Naturally, I will not need to explain a list of the most essential approaches in some very obvious techniques. In the following months, if I see a need, I might build on some of the more difficult topics. This will help with certain techniques such as Code Obfuscation.
It is doubtful that you can develop an attractive or useful software that does not save any information — for example, you would not want to play a game that could not score you. The most essential programming thing, therefore, is probably the variables. I start with Basic (with just 2 kinds – names and strings) and advance to Visual Basic The quantity and necessity of the types to be declared vary from language to language (with more types, but essentially the same commands).
Loops and repeat.
This list is not sorted, although I believe loops are probably the second-largest building in programming.
A program that is always doing the same thing would not be very interesting or adaptable, therefore our programs must be able to respond to user information and other events. As well as the nearly ubiquitous if…then… build, most programming languages include a case-select technique for program flow controls (not Python). You may also utilize index screens/lists as a selection form (see below).
Arrays are important for item collections such as lotteries balls, but it is also helpful to choose or search for indexes. For example, if we want a random object, such as a day of the week, the random number may be used as the index on a range of strings that include names of days.
Python does not have native array support, although lists or multiples are able to emulate parts of its capabilities. Sparsely populated arrays or a binary array implementation can be a little untidy but two-dimensional arrays are also a bit dirty.
Logic of Boolean
Students need to study AND, OR, NOT, etc. for the combination of real values and the creation of true tables in the theory paper, although boolean operators are utilized in programming every time.
The logic of bit by bit
When I was a youngster and memory was precious, using logic to set/drop and mask bits was somewhat of a programming staple. It may be used to aggregate many values in binary flags to conserve memory and to mask bits to re-read them.
In 1979, Dijkstra projected that “computer science will be back 25 years by the arrival of affordable and powerful machines.” There is a lot of need to preserve memory; nonetheless, this is still a helpful approach to combine numerous variables to be provided as a single parameter between functions or to pass variable values in cookies or query strings across web pages. You may also convert text between denier and binary in a fast and easy manner or as a bit-by-bit EOR encoder for text as a Lorenz machine.
This was the subject of a previous blog, but modular arithmetic splits and looks at the rest. It is a useful technique to restrict the number of outputs for a program or function or to get things to “wrap” from 359 to 0, for example. A technique is so easy and beneficial that I can’t understand why you’re not going to include it in any KS3 programming course.
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