Westley Martínez <aniko...@gmail.com> writes: > Boiler plate is silly. Let the students figure out stuff themselves.
That argues directly against the Primacy effect mentioned earlier <URL:https://secure.wikimedia.org/wikipedia/en/wiki/Principles_of_learning#Primacy> <URL:https://secure.wikimedia.org/wikipedia/en/wiki/Serial_position_effect>, which is demonstrated by much scientific evidence. What scientific evidence do you have to argue against it? > The students need to know why global variables in functions is > unwieldly, not just not use them because it's cool. If you say so. But why not show them the traps after *first* teaching them the recommended way to do it? > When I taught myself Python I quickly realized global variables were > unwieldly and usually impractical after using them. That's no argument at all against how to teach Python in a teacher-student relationship. -- \ “If you have the facts on your side, pound the facts. If you | `\ have the law on your side, pound the law. If you have neither | _o__) on your side, pound the table.” —anonymous | Ben Finney -- http://mail.python.org/mailman/listinfo/python-list
