NSF - Learning Computer Science From Scratch

[David Farber <dave () farber net>]

Begin forwarded message:

From: bobr () bobrosenberg phoenix az us
Date: December 12, 2009 3:26:03 PM EST
To: "Dave Farber" <dave () farber net>
Subject: NSF - Learning Computer Science From Scratch

Dave

This recently arrived NSF item looks like a nifty way to get much younger students
in learning to code.

I hope it's successful, because we really need that!

Cheers,
Bob


From: National Science Foundation Update <nsf-update () nsf gov>
Date: Thu, 10 Dec 2009 14:09:02 -0600 (CST)
Subject: Learning Computer Science From Scratch

Learning Computer Science From Scratch

Photo of middle school children working at a computer.

When most of us think about computer programming, we think of typing in lines and
lines of code with semicolons and complex syntax. This common perception about
computer programming helps keep people from getting excited about computer
programming, yet many professions need the complex problem solving and analytical
skills that programming can build. Changing this perception could help get people,
especially young people, interested in computer science.

Mitchel Resnick and his ...
More at http://www.nsf.gov/news/news_summ.jsp?cntn_id=116070&WT.mc_id=USNSF_51


This is an NSF News item.





Press Release 09-235
Learning Computer Science From Scratch

An innovative new computer programming language introduces kids to the possibilities
of computing
http://www.nsf.gov/news/news_summ.jsp?cntn_id=116070&WT.mc_id=USNSF_51

Photo of middle school children working at a computer.
Students working on Scratch, a computer programming language designed for kids.
Credit and Larger Version

December 10, 2009

When most of us think about computer programming, we think of typing in lines and
lines of code with semicolons and complex syntax. This common perception about
computer programming helps keep people from getting excited about computer
programming, yet many professions need the complex problem solving and analytical
skills that programming can build. Changing this perception could help get people,
especially young people, interested in computer science.

Mitchel Resnick and his colleagues at the MIT Media Lab, supported by the National
Science Foundation, are focused on getting young people excited about computer
science and changing this outdated stereotype of the field. Their goal is to
encourage young people to use technology as a means to express themselves in
creative ways, including through computer programming.

Resnick and his team saw the need for a new computer programming language when they
were working with their Computer Clubhouses, community centers that help inner-city
youth gain access and experience with new technologies. Students at the clubhouses,
ages 10-16, learn software and create their own artwork and multimedia
presentations. Many students at these Computer Clubhouses wanted to create
animations and games, but existing software programming languages were difficult to
learn and not appropriate for the age range of  the Computer Clubhouses' students.

Resnick and his colleagues saw an opportunity to create a new computer programming
language that would be appropriate and fun for children. This new computer
programming language would help the students have an enjoyable educational
experience in learning math, computation and problem solving skills while helping
them create animations and games.

Scratch is the name of this new computer programming language. The core audience of
Scratch is children ages eight to 16, but it has something for everyone.

In Scratch, coding is done with graphical blocks, not with syntax and those
semicolons. A student writes code by snapping together blocks, much like LEGO bricks
or pieces of a puzzle. Additionally, the blocks are designed to fit only in ways
that make syntactic sense. This eliminates the dreaded syntax errors that often
frustrate and discourage young computer programmers. To create a program, students
drag-and-drop the blocks to create procedures.

For example, a student could code a procedure that would make a figure dance.
Scratch is easy for people to get started, but still provides the complex
environment that allows people to design more complicated projects. This is the
ideal combination for encouraging novices, while still providing a challenging
environment for Scratch experts.

When Resnick and his team launched Scratch in 2007, they also launched a Scratch
website that allows Scratch programmers to publish their Scratch projects on the web
and share it with others. This creates an online community where people share and
collaborate on Scratch projects.

The results have been dramatic. Since its launch, there have been almost 800,000
projects uploaded to the Scratch website. Although the number of users and Scratch
projects are impressive, the researchers have been most excited about the diversity
of projects and the level of sharing and collaboration that exists within the
Scratch community.

The social aspect of the Scratch community is an important piece in attracting young
people to computer programming. The online community has created expert Scratch
programmers whose projects are followed by the rest of the community. Compared to
traditional computer programming, Scratch is an easy language to learn and is
readily shared with other programmers.

Scratch is being used in the classroom as well. Resnick and his team are creating
support materials and working with educators on how best to use Scratch in classroom
settings. Additionally, they are disseminating that information online so it can be
used as a reference tool for other teachers.

Resnick and his team think it is important that Scratch is a tool to introduce
students to computer science concepts, like critical thinking and complex problem
solving skills, both in introduction to computer science courses, as well as in
non-computer science classrooms.

For example, students are using Scratch in English courses as a tool to use in their
book reports. Since Scratch is a graphical computer programming language, it has the
potential to be used in any kind of classroom. This would expose more students to
the skills learned by computer programming and provide additional opportunities for
the students to use computer programming to express themselves in creative ways.
And, injecting computer programming into non-computer science courses more
accurately reflects the present day world where computer-programming skills are
needed in a diverse set of professions.

Technology is becoming ever present in our society, but are young people really
fluent with technology? This is an important question, as many careers, including
careers traditionally outside of technology like the creative arts, need a
background in computer science. Although most young people are very good at sending
text messages and surfing the web, that does not mean they are fluent with the
technologies.

In a paper on the digital age, Mitchel Resnick uses a language analogy to question
what it means to be digitally fluent. He states that to be fluent in a foreign
language, one must be able to explain a complex idea or tell a story, not just be
able to say a few phrases in the language. Analogously, he claims that to be
digitally fluent, one would need to be able to construct things with the digital
tools, not just be able to use them.

The concern is that we have a young generation with access to technologies, but who
are not digitally fluent with those technologies. As the 21st Century world becomes
more dependent on the skills gained from computer science, like complex problem
solving and analytical thinking, the lack of computer science knowledge may put our
young people at a disadvantage. Scratch is an exciting new computer programming
language that has the potential to help make more people digitally fluent.

-NSF-





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