On 2016-06-20 16:38, Richmond wrote:
Thank you very much indeed for the comprehensive reply.
I shall deal with the children's confusion by using neither 'object'
or 'control' and
just refer to buttons, fields and so on.
I know this is dodging the issue; but I can see no other way round it
at the moment.
That seems entirely reasonable!
At the end of the day it is no different from the techniques I've
observed myself being used used to teach many other what-you-might-call
'technical' disciplines
In Mathematics, we are taught 'Calculus' as almost a purely symbolic
mechanism first (usually at age 17-18 in the UK) which comes with a
whole load of 'edge cases' you just have to accept and then only in
later years is it 're-explained' based on the epsilon-delta arguments of
'Analysis' (usually at first year degree level). (Amusingly I remember
having real trouble getting my head around the idea of epsilon-delta
arguments - my head had been so entrenched in the computably finite
world of computing at that point that 'tending to a limit' seemed a
somewhat impossible notion).
Similarly, I remember my first A-level Chemistry class (age 17) where we
were told - "all you have been told up until now has been 'lies'" in
particular with relation to the structure of the atom and bonding.
Warmest Regards,
Mark.
--
Mark Waddingham ~ m...@livecode.com ~ http://www.livecode.com/
LiveCode: Everyone can create apps
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