Robert, thanks for your comments. I want to make sure I understand your point. Are you speaking only in favor of 'knowing a subject' or are you looking at 'knowing something about a subject' as a step that will lead someone in that direction?
Richard > > Mine and the one before. I am not quite sure what > Jason's point was, but the programming statement he > posted is a superb example of what I have been trying > to study with regards to the difference between > knowing something about a subject and actually > knowing the subject. The programming example Jason > speaks of is actually a staple in CS patterns and > practice (I am not sure if Jason knows this). It is > perfect for a question like "What is this and where > might it be used?" And when I wrote that question in > my reply I realized immediately "That's it!". You can > never ask a question like that in a conceptual > curriculum. I mean, not without a rote answer. A > student would have to experience the use of these > concepts in practice to answer that question. They > would have to understand what all this is for. > > Bob Hansen > > > On Aug 15, 2012, at 8:39 PM, Robert Hansen > <email@example.com> wrote: > > > Thanks Richard, I think the tutorials are great. I > left a comment, and a challenge. > > > > Bob Hansen > > > > On Aug 15, 2012, at 3:06 PM, Richard Strausz > <Richard.Strausz@farmington.k12.mi.us> wrote: > > > >> Robert, I thought of you when I saw this link from > Dan Meyer. He writes favorably about how some Khan > materials held teach computer science. > >> > >> http://blog.mrmeyer.com/?p=14804 > >> > >> Richard