Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the Scratch programming language and environment support this goal.

/pdf/the-scratch-programming-language-and-environment-8306uywoc2.pdf

The Scratch Programming Language and Environment

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “computational thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.

/pdf/defining-computational-thinking-for-mathematics-and-science-cgvm5wfm2h.pdf

Defining Computational Thinking for Mathematics and Science Classrooms

Review on teaching and learning of computational thinking through programming

This review shows how the basic kinetics of lipid oxidation can be simplified for application to the study of food deterioration. The physical and chemical factors that control oxidation are examined and analyzed in terms of food structure and composition. Studies of oxidation of several food items are examined in light of these kinetics and mechanisms.

Kinetics of lipid oxidation in foods

In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.

The Maker Movement in Education

"Digital fluency" should mean designing, creating, and remixing, not just browsing, chatting, and interacting.

Scratch: programming for all

Scratch is a networked, media-rich programmingenvironment designed to enhance the development oftechnological fluency at after-school centers ineconomically-disadvantaged communities. Just as theLEGO MindStorms robotics kit added programmabilityto an activity deeply rooted in youth culture (buildingwith LEGO bricks), Scratch adds programmability tothe media-rich and network-based activities that aremost popular among youth at after-school computercenters. Taking advantage of the extraordinaryprocessing power of current computers, Scratchsupports new programming paradigms and activitiesthat were previously infeasible, making it betterpositioned to succeed than previous attempts tointroduce programming to youth.Our working hypothesis is that, as kids work onpersonally meaningful Scratch projects such asanimated stories, games, and interactive art, they willdevelop technological fluency, mathematical andproblem solving skills, and a justifiable self-confidencethat will serve them well in the wider spheres of theirlives.

https://llk.media.mit.edu/papers/archive/ScratchSneakPreview.pdf

Scratch: A Sneak Preview

This article distills a discussion about the goals, mechanisms, and effects of three environments which aim to support the acquisition and development of computing concepts (problem solving and programming) in pre-University and non-technical students: Alice, Greenfoot, and Scratch. The conversation started in a special session on the topic at the 2010 ACM SIGCSE Symposium on Computer Science Education and continued during the creation of the resulting Special Issue of the ACM Transactions on Computing Education.

/pdf/alice-greenfoot-and-scratch-a-discussion-1ahv57rlkr.pdf

Alice, Greenfoot, and Scratch -- A Discussion

Scratch is a networked, media-rich programming environment designed to enhance the development of technological fluency at after-school centers in economically-disadvantaged communities. Just as the LEGO MindStorms robotics kit added programmability to an activity deeply rooted in youth culture (building with LEGO bricks), Scratch adds programmability to the media-rich and network-based activities that are most popular among youth at after-school computer centers. Taking advantage of the extraordinary processing power of current computers, Scratch supports programming paradigms and activities that were previously infeasible, making it better positioned to succeed than previous attempts to introduce programming to youth. Our working hypothesis is that, as kids work on personally meaningful Scratch projects such as animated stories, games, and interactive art, they develop technological fluency, mathematical and problem solving skills, and a justifiable self-confidence that serves them well in the wider spheres of their lives.

Scratch: a sneak preview [education]

SUMMARY

The oxidation of methyl linoleate catalyzed by various salts of cobalt was studied in a model system based on microcrystalline cellulose. The freeze-dried model system was adjusted to various water activities, and the effect of water on the oxidation kinetics was determined using manometric measurements and measurements of diene conjugation.



It was found that water had an inhibitory effect on the metal-catalyzed oxidation of the fatty ester, as well as on oxidation in the absence of added metals. The kinetics of the reactions were evaluated in terms of the previously established hydroperoxide decomposition mechanisms. The effect of water on the metal-catalyzed oxidation was found to exist in the monomolecular decomposition period as well as in the more rapid phase of the reaction, during which the hydroperoxide decomposition is known to follow bimolecular decomposition kinetics.



The inhibition of the reaction by water is interpreted as due to deactivation of added, as well as of originally present, metal catalysts by hydration of the coordination shells; and also possibly as due to hydrogen bonding between hydroperoxides and water, and therefore to interference with the normal bimolecular decomposition reaction.

John Maloney

Papers

Scratch: programming for all

Scratch: A Sneak Preview

Alice, Greenfoot, and Scratch -- A Discussion

Scratch: a sneak preview [education]

Autoxidation of Methyl Linoleate in Freeze‐Dried Model Systems. II. Effect of Water on Cobalt‐Catalyzed Oxidation