Computer Science Concepts in Scratch |
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Zusammenfassungen
Das Buch von Michal Armoni & Moti Ben-Ari Computer Science Concepts in Scratch verdeutlicht den Anspruch schon im Titel (das Buch gibt es zum kostenlosen Download). Das Buch ist eine Sammlung von Aufgaben, wofür in jedem Kapitel ein neues Konzept eingeführt wird, das benötigt wird, um eine bestimmte Aufgabe zu lösen. Ein konsequent durchgezogener Ansatz!
This book will familiarize you with the Scratch visual programming environment. Scratch users have many different goals: some will build games for entertainment, while others will construct simulations of the natural world to use in teaching and learning. The Scratch system can be used by people with different skills: designing a game or a film, creating images, or programming. The authors of this book focus on a specific goal: using Scratch to encourage learning of computer science. Of course, the skills and knowledge that you learn from this book will enable you to use Scratch for any purpose you wish, but we emphasize understanding important concepts and ideas of computer science, and not, for example, those needed to construct a film or a game.
Bemerkungen zu diesem Buch
The second and third authors developed a textbook that explains everything we want the students to learn in full gory detail, but we do not expect most students to read it routinely; instead, it is intended primarily as a guide for teachers, parents, and mentors, although independent learners will be able to use it for self-study.
Von Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari im Journal Computer Science Education 3/2013 im Text Learning computer science concepts with Scratch (2013) You don’t learn how to program a computer by reading a book but by writing programs. A book can only guide you and provide explanations. Therefore, this book is structured as a collection of examples and tasks. Each chapter teaches a new concept (or perhaps a group of related concepts), but the concept is always introduced in order to solve a specific problem: counting oranges, animating dancing images, building a computer game, and so on. Each chapter starts with a simple task, but as soon as we solve a task, we add new aspects to the task, where the new aspect asks for an extension to the existing task or changes a requirement to make it more complex. Each task in the sequence of tasks will require that you use some new concept of computer science and either a new construct of Scratch or a different way of using one that you already know.The textbook is structured according to the following principles:
Von Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari im Journal Computer Science Education 3/2013 im Text Learning computer science concepts with Scratch (2013) - Each chapter teaches a specific CS concept rather than a Scratch feature and the concepts are arranged in an order that we believe is best for learning about CS. In particular, we introduce concurrency very early, postponing classical concepts of programming (such as variables).
- Programming constructs are introduced as needed. For example, we do not introduce and explain all possible looping constructs in a single section, but rather introduce each one when it is needed. Of course the problems we pose are carefully selected so that their solutions just happen to need the construct we want to teach at that moment.
- The presentation is project based. Each chapter is based upon a specific context such as animating dancers or a Pac-Man game. For each project, a sequence of tasks is presented to the learner: make the Pac-Man sprite open and close its mouth, make the sprite move, enable the user to control the direction in which the sprite moves, and so on, until a reasonably complete game has been created. By constructing programs to implement the tasks one after another, the learner ends up with a working software artifact while being taught concepts and programming constructs along the way. The full Scratch source code for all 150 examples and exercises is available for download.
- We de-emphasize aspects of appearance such as the costumes, sounds, and visual effects. Instruction on these topics is included as optional tasks at the end of each chapter. This is an attempt to counteract the natural tendency of young people to engage in non-CS activities like drawing and playing music; for example, 21% of the students in a clubhouse used Scratch only for media manipulation (Maloney et al.,2008).
Kapitel 
- 1. First Steps (Seite 9 - 26)
- 2. Multiple Sprites (Seite 27 - 36)
- 3. Short Scripts, Long Runs (Seite 37 - 48)
- 4. Communications Between Sprites (Seite 49 - 57)
- 5. On the Dance Floor - Repeated Run Again (Seite 59 - 82)
Dieses Buch erwähnt ...
Kommunikation
Programmieren
Scratch
Software
Dieses Buch erwähnt vermutlich nicht ...
Nicht erwähnte Begriffe | Informatik-Didaktik, Informatik-Unterricht (Fachinformatik), Snap! (Programmiersprache) |
Tagcloud
Erwähnungen auf anderen Websites im Umfeld von Beat Döbeli Honegger
| Website | Webseite | Datum |
|---|---|---|
| Grundlagen der Informatik 16/17 | Gemeinsam Übersetzen | 20.06.2016 |
Zitationsgraph
Zitationsgraph (Beta-Test mit vis.js)
5 Erwähnungen
- Computer Science Education 3/2013 (2013)
- Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) (2013)
- Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) (2013)
- WiPSCE 2014 - Proceedings of the 9th Workshop in Primary and Secondary Computing Education, Berlin, Germany, November 5-7, 2014 (Carsten Schulte, Michael E. Caspersen, Judith Gal-Ezer) (2014)
- Should your 8-year-old learn coding? (Caitlin Duncan, Tim Bell, Steve Tanimoto) (2014)
- Should your 8-year-old learn coding? (Caitlin Duncan, Tim Bell, Steve Tanimoto) (2014)
- ICER 2015 - Proceedings of the eleventh annual International Conference on International Computing Education Research, ICER 2015, Omaha, NE, USA, August 09 - 13, (Brian Dorn, Judy Sheard, Quintin I. Cutts) (2015)
- Lesetipp: Mit Scratch Programmieren lernen - aus Büchern (Joachim Wedekind) (2016)
- Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)
Co-zitierte Bücher
Programming-Languages as a Conceptual Framework for Teaching Mathematics
Final Report on the First Fifteen Months of the LOGO Project
(W. Feurzeig, Seymour Papert, M. Bloom, R. Grant, Cynthia Solomon) (1969) 
A Visual Introduction to Programming with Art, Science, Math and Games
(Majed Marji) (2014) 
Der kleine Hacker: Programmieren für Einsteiger
Mit Scratch schnell und effektiv programmieren lernen
(Christian Immler) (2015)
Faszinierende Elektronik-Projekte mit Scratch, Arduino & Raspberry Pi
(Erik Bartmann) (2015)
Volltext dieses Dokuments
| Communications Between Sprites: Kapitel als Volltext (:  , 77 kByte) |
| First Steps: Kapitel als Volltext (: , 137 kByte) |
| Multiple Sprites: Kapitel als Volltext (: , 103 kByte) |
| Short Scripts, Long Runs: Kapitel als Volltext (: , 254 kByte) |
| Computer Science Concepts in Scratch: Gesamtes Buch als Volltext (: , 1260 kByte; :  Link unterbrochen? Letzte Überprüfung: 2021-03-21 Letzte erfolgreiche Überprüfung: 2016-05-28) |
Standorte
Anderswo suchen
Beat und dieses Buch
Beat hat dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt ein physisches und ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.
Biblionetz-History 