>I've come around to thinking that Zed Shaw (as just one example) is right about this. With his "Learn X the Hard Way" books he starts out by basically saying "just type this in" (and don't copy and paste). Don't worry what it does. You'll figure that out later.
That's basically the 10,000hr approach - the earlier you start programming, even at Zed's most basic level, the earler you start rewiring your neurons to do it more efficiently and effectively. For the natural born programmers in the article's study, this isn't necessary, but for that whole other group aren't natural born, I do believe something like this is very necessary if any of them hope to become effective programmers. It's not impossible for them, as the study implies, but does require taking into account how the mind works (which we know now thanks to modern neuroscience), how it is malleable, and then designing an instructional course around that understanding.
Additionally, trying to educate the 'goats', the second group, at the same pace as the 'sheep' is going to fail. It simply takes more effort and more time for their minds to adjust, for things to 'click', for their neural pathways to rewire. Especially when that the thing that is getting rewired is their fundamental need to grok meaning amongst the relatively 'meaningless' rules that programming consists of. They're not a lost cause, but trying to educate them with the same curriculum and pace is.
Finally, the programming instruction should, as you imply, be bottom-up exploratory, not top-down memorize-apply-repeat. Part of the problem may also be that people with weaker working memories have a harder time with the academic approach to learning, even project-based ones. One of my favorite pieces of anecdotal evidence for this is from a story Paul Graham linked from 'Beating the Averages' [0].
So, given that it takes significantly more time and effort for the second group, it is all the more imperative that they start earlier, as early in life as possible. As soon as they can read and type, basically.
And in order to increase the amount of time per day that such students can spend practicing programming, it may also be worth delaying math education, or integrating it with programming education. Something's gotta give. No more pen and paper math, or even calculator math, if possible, rather learn how construct and solve math problems in code.
That may sound extreme, but given where the world is going [1], I think nothing should be off the table when it comes to teaching people, even (especially) the 'goats', to code. Even if they go on to non-programmer jobs, the ability to think both abstractly and concretely simultaneously, and the ability to handle meaninglessness, are both supremely valuable, no matter what you endeavor.
>I've come around to thinking that Zed Shaw (as just one example) is right about this. With his "Learn X the Hard Way" books he starts out by basically saying "just type this in" (and don't copy and paste). Don't worry what it does. You'll figure that out later.
That's basically the 10,000hr approach - the earlier you start programming, even at Zed's most basic level, the earler you start rewiring your neurons to do it more efficiently and effectively. For the natural born programmers in the article's study, this isn't necessary, but for that whole other group aren't natural born, I do believe something like this is very necessary if any of them hope to become effective programmers. It's not impossible for them, as the study implies, but does require taking into account how the mind works (which we know now thanks to modern neuroscience), how it is malleable, and then designing an instructional course around that understanding.
Additionally, trying to educate the 'goats', the second group, at the same pace as the 'sheep' is going to fail. It simply takes more effort and more time for their minds to adjust, for things to 'click', for their neural pathways to rewire. Especially when that the thing that is getting rewired is their fundamental need to grok meaning amongst the relatively 'meaningless' rules that programming consists of. They're not a lost cause, but trying to educate them with the same curriculum and pace is.
Finally, the programming instruction should, as you imply, be bottom-up exploratory, not top-down memorize-apply-repeat. Part of the problem may also be that people with weaker working memories have a harder time with the academic approach to learning, even project-based ones. One of my favorite pieces of anecdotal evidence for this is from a story Paul Graham linked from 'Beating the Averages' [0].
So, given that it takes significantly more time and effort for the second group, it is all the more imperative that they start earlier, as early in life as possible. As soon as they can read and type, basically.
And in order to increase the amount of time per day that such students can spend practicing programming, it may also be worth delaying math education, or integrating it with programming education. Something's gotta give. No more pen and paper math, or even calculator math, if possible, rather learn how construct and solve math problems in code.
That may sound extreme, but given where the world is going [1], I think nothing should be off the table when it comes to teaching people, even (especially) the 'goats', to code. Even if they go on to non-programmer jobs, the ability to think both abstractly and concretely simultaneously, and the ability to handle meaninglessness, are both supremely valuable, no matter what you endeavor.
0. http://www.trollope.org/scheme.html
1. http://online.wsj.com/article/SB1000142405311190348090457651...