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This arXiv paper presents BlockPython, a process-aware agent-supported platform designed to help learners transition from block-based to text-based Python programming through bidirectional translation and staged learning activities.
A programmer shares their experience teaching middle and high school students the Forth programming language, explaining why they chose it over Python or Scratch and how they designed a curriculum for a 12-session course.
This study compares two LLM-based tutoring approaches (Socratic guidance vs prompt refinement) for programming education, finding that Socratic guidance fosters better learning outcomes and more understanding-driven prompting strategies when students later use unconstrained LLMs.
The author, founder of Val Town, argues that learning to code remains valuable for its educational and creative benefits, not just vocational ones, even in the age of AI-assisted 'vibe coding'.
This article discusses whether computer professionals still need to learn technical skills in an era where AI can write code. The author argues that surface-level technologies like syntax and APIs are depreciating, but deeper capabilities such as algorithms, design architecture, and judgment become more important. The focus of learning should shift from beginner-level skills to the knowledge required of senior engineers.
A systematic tutorial on programming mindset, covering core definitions, problem modeling, data representation, process design, and multiple aspects of learning programming.