Funny, you read that as saying, "Zed's wrong." I read it as, I may be right. For example:
> no one challenges KSC on the basic premise, that putting introductory students in the position of discovering information for themselves is a bad idea!
The article doesn't say, "Don't get programmers studying code right away." It also doesn't say they shouldn't work on problems.
It says that the constructivist approach to teaching by giving students very little direction on complex problems right way isn't effective. Instead the direct instruction method of having them work on directed problems to build initial capabilities is more effective.
This has been the position of the direct instruction school of education for a while now. In fact, if you actually RTFA they mention that the constructivist model of is the failing. If you then read the linked articles you'll find the same thing.
Not a single thing in that linked article supports what you've stated.
Not a single thing in that linked article supports what you've stated.
I stated: "the concept of getting people programming ASAP in order to learn has been sort of poo-pooed". This is based on the article stating that programming "is a bad way to start" and "expecting students to program as a way of learning programming is an ineffective way to teach."
Funny, you read that as saying, "Zed's wrong."
Why would I have? That would be a meaningless and uninformed judgement. The effectiveness of the techniques is the interesting part. My observation - accurate or not - that the article "poo-poos" a technique is not to say that the technique is "wrong" as linking to an article says little of my opinion, which I stated as being "on the fence."
> no one challenges KSC on the basic premise, that putting introductory students in the position of discovering information for themselves is a bad idea!
The article doesn't say, "Don't get programmers studying code right away." It also doesn't say they shouldn't work on problems.
It says that the constructivist approach to teaching by giving students very little direction on complex problems right way isn't effective. Instead the direct instruction method of having them work on directed problems to build initial capabilities is more effective.
This has been the position of the direct instruction school of education for a while now. In fact, if you actually RTFA they mention that the constructivist model of is the failing. If you then read the linked articles you'll find the same thing.
Not a single thing in that linked article supports what you've stated.