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True words: Twenty-five years ago people could be excused for not knowing much, or doing much, about climate change. Today we have no excuse. If you really think that the environment is less important than the economy, try holding your breath while you count your money. 🙏🏼🌍 - - - - - - - - - - - - - - - - - - - - #climatechange #demonstration #fridaysforfuture #climate #klima #klimawandel #education #plastic #nature #change #environment #animals #trump #arctic #climateaction #science #germany #help #children #educationforall #humanrights #security #health #paris

 
You can not raise your children...


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Expert Says Don’t Teach Kids to Code


I agree with the article. The OECD dude clearly has no clue what learning to code is about. It teaches you analytical and algorithmic thinking, problem solving, decomposition skills and so much more that will be useful even if you never write a line of code again afterwards.

The only thing in the article that I slightly disagree with is this bit:
But the real value is to understand when and why you would want, say, a linked list vs a hash table vs a binary tree data structure.
That's still waaaaay too low-level a skill to be generally useful. This might be useful later on for a couple of kids that become programmers. But as I said above, I believe that the skills you learn from programming go way beyond that on a much more abstract level (but learned on the very concrete level of coding) and benefit you even in the unlikely event that you never touch a computer again.

He makes up for it though with this very true bit:
This isn’t a new problem. Gifted math teachers or gifted math students build intuition about the universe by understanding what math means. Dull teachers and students just learn rote formulae and apply patterns to problems without real understanding.
I'm going to digress a bit here, but it's not just the "dull" part that's the problem in my opinion. The way courses and exams are set up today, we are actually selecting for formula grinding skills instead of true understanding.

When I was a RA/TA at university, I discussed this a couple of times with my Prof, and I stand by my opinion: grinding specific problem types and solution steps into students in lab courses, and then testing those exact same problems in the exam with the exact same steps, just with slightly different parameters, is not a proper way to test understanding, nor a particularly good way of teaching.

Instead, you should test for understanding by requiring them to apply the taught principles to new problems (and train that in the lab couses of course). This doesn't have to be a wildly different kind of problems, but at least enough that they have to think a little about which of the learned algorithms would apply and how. Problem with that: it requires more effort on both sides, grades will likely suffer, students grumble, and teachers get flak from students, possibly parents, and definitely their deans.

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