#more rules means more constraints means more pathways to solve a puzzle

[plushpyth]

the thing about doing a bunch of sudoku variant puzzles is that when you first start doing a bunch of them, you are scared and put off by long rulesets. and then as you do more of them , you open up a puzzle that only has like. 1 rule or god forbid. a classic sudoku, and it fills your heart with fear

[devinetteszz]

From ancient times to modern days, the human mind has been captivated by the art of mental challenges. Riddles, puzzles, and quizzes have played a pivotal role in shaping our cognitive abilities, enhancing critical thinking, and providing an endless supply of entertainment. These intriguing conundrums are more than just leisurely pursuits – they are windows to the intricacies of human intelligence and creativity.

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The Enigmatic Appeal of Riddles

Riddles have already been a part of human culture for centuries, transcending geographical boundaries and generations. Often presented as succinct, enigmatic questions or statements, riddles demand more than just surface-level understanding. They encourage us to consider beyond the most obvious, to dig into our knowledge and intuition, and to unravel the hidden meanings under the words.

Riddles are not merely about finding solutions; they are about the journey of discovery. The process of solving a riddle is a mental exercise that involves lateral thinking, imagination, and the ability to connect seemingly unrelated bits of information. This not merely sharpens our problem-solving skills but also fosters creativity by encouraging us to explore unconventional pathways to arrive at a solution.

Throughout history, riddles have served various purposes. In mythology and folklore, they certainly were often used as tests of wit and intelligence. The ancient Greek myth of the Sphinx, who posed a riddle to travelers, is a classic example. Similarly, in the Anglo-Saxon epic "Beowulf," the protagonist engages in a struggle of wits by solving riddles. These tales highlight the cultural significance of riddles as instruments of intellectual prowess.

The Puzzle Paradox

Puzzles, like riddles, have traversed the ages and found their way to the hearts of men and women over the globe. Whether it's the complexity of a jigsaw puzzle, the challenge of a Sudoku grid, or the mind-bending intrigue of a Rubik's Cube, puzzles come in diverse forms, catering to a wide spectrum of interests.

One of the most compelling facets of puzzles is their ability to provide a structured problem-solving experience. Unlike riddles, puzzles often come with predefined rules and constraints, creating a systematic approach to getting a solution. This can be immensely satisfying, because it allows us to break up complex problems into manageable steps. As we manipulate puzzle pieces or arrange numbers, we exercise our spatial reasoning and logical thinking.

Puzzles are not confined to leisure; they've practical applications as well. In fields such as for example mathematics, engineering, and computer science, puzzles lay the inspiration for innovative solutions. The process posed by a puzzle encourages us to explore new strategies and techniques, pushing the boundaries of our understanding.

The Quest for Knowledge: The World of Quizzes

Quizzes bridge the gap between entertainment and education. They give you a structured way of testing our knowledge on various subjects, from history and science to pop culture and general trivia. Quizzes provide an interactive platform for learning, allowing us to gauge our understanding of a topic while discovering new facts over the way.

One of the intriguing facets of quizzes is their adaptability. They could range between casual online personality quizzes to intense academic assessments. In educational settings, quizzes promote active recall, a powerful technique for memory retention. By recalling information in reaction to questions, we strengthen our memory pathways and enhance our ability to retain and retrieve knowledge in the future.

Quizzes also promote healthy competition, whether we vie against ourselves to beat our previous scores or challenge friends and colleagues to see who knows more. This social part of quizzes adds some camaraderie and shared experiences, fostering a feeling of community.

Cognitive Benefits and Beyond

Engaging with riddles, puzzles, and quizzes offers more than just amusement. These mental challenges have already been connected to numerous cognitive benefits. Studies suggest that regularly solving puzzles and participating in quizzes can improve memory, enhance problem-solving skills, boost cognitive flexibility, and even delay cognitive decline in older adults.

Furthermore, these activities stimulate different areas of the mind, fostering neural connections that could otherwise remain dormant. The mental gymnastics associated with tackling these challenges contribute to the general health and agility of our minds.

In the Digital Age

The digital revolution has transformed the landscape of riddles, puzzles, and quizzes. With the advent of smartphones and the net, these mental challenges are actually more accessible than ever. Online platforms offer a plethora of options, from interactive puzzle games to virtual trivia competitions. This digital accessibility has managed to get easier for enthusiasts to indulge in their favorite pastimes and relate genuinely to like-minded individuals globally.

However, just like any digital advancement, there are concerns. The instant availability of solutions and the temptation to get quick answers can undermine the actual essence of those challenges. The joy of persevering through a difficult puzzle or the satisfaction of finally unraveling a cryptic riddle may be diluted in the era of instant gratification.

The Enduring Allure

Riddles, puzzles, and quizzes continue steadily to captivate us simply because they tap to the essence of human curiosity and intellectual prowess. Whether it's the thrill of solving a complicated riddle, the satisfaction of completing a complicated puzzle, or the joy of acing a quiz, these mental challenges give you a unique blend of entertainment, education, and cognitive stimulation. As we navigate the ever-evolving landscape of entertainment and technology, the allure of riddles, puzzles, and quizzes remains a steadfast beacon of mental engagement. So, the next time you encounter a perplexing riddle or a tantalizing puzzle, remember that you're not just solving a conundrum – you're embarking on a journey of discovery that has fascinated minds for generations untold.

[zipgrowth]

The 5th ‘C’ of 21st Century Skills? Try Computational Thinking (Not Coding)

For better or worse, computing is pervasive, changing how and where people work, collaborate, communicate, shop, eat, travel, learn and quite simply, live. From the arts to sciences and politics, no field has been untouched.

The last decade has also seen the rise of disciplines generically described as “computational X,” where “X” stands for any one of a large range of fields from physics to journalism. Here’s what Google autocomplete shows when you type “computational.” (You can try it for yourself!)

But the big question is: Does current K-12 education equip every student with the requisite skills to become innovators and problem-solvers, or even informed citizens, to succeed in this world with pervasive computing?

Since the turn of this century, the “4C’s of 21st century” skills—critical thinking, creativity, collaboration and communication—have seen growing recognition as essential ingredients of school curricula. This shift has prompted an uptake in pedagogies and frameworks such as project-based learning, inquiry learning, and deeper learning across all levels of K-12 that emphasize higher order thinking over rote learning. I argue that we need computational thinking (CT) to be another core skill—or the “5th C” of 21st century skills—that is taught to all students.

There is growing recognition in the education systems around the globe that being able to problem-solve computationally—that is, to think logically and algorithmically, and use computational tools for creating artifacts including models and data visualizations—is rapidly becoming a prerequisite competency for all fields.

In 2012, the U.K. national curriculum began introducing computer science (CS) to all students. Singapore, as part of its “Smart Nation” initiative, has labeled developing CT as a “national capability.” Other countries, from Finland to South Korea, China to Australia and New Zealand, have launched large-scale efforts to introduce CT in schools, as either a part of new CS curricula or integrated into existing subjects. Here in the U.S., former President Barack Obama called on all K-12 students to be equipped with CT skills as part of an “Computer Science for All” initiative in 2016. Most emergent efforts in the US involving CT are currently part of CS curricula, although CT is increasingly seeing integration into STEM (especially science) learning.

But before diving into what CT in K-12 may look like, let’s be clear that these efforts do not mean that every child is expected to become a computer scientist. Just as basic literacy in math and science are considered essential for all children to understand how the world works, education must also address the development of knowledge and skills pertaining to computing, which is now so integrally intertwined with every profession.

[Computational thinking] is the thinking skills that are employed in understanding a problem and formulating a solution before coding

What Is Computational Thinking?

So, what exactly is computational thinking, and what is its relationship to CS and programming (coding)?

Simply put, CT is “thinking (or problem solving) like a computer scientist.” It is the thought processes involved in understanding a problem and expressing its solutions in such a way that a computer can potentially carry out the solution. CT is fundamentally about using analytic and algorithmic concepts and strategies most closely related to computer science to formulate, analyze and solve problems.

Like general thinking skills, CT is a bit like leadership—hard to define, but you know it when you see it. While many people associate it with concepts like programming and automation—which are all core parts of computer science—educators and researchers have found it easier to operationalize it for the purposes of teaching as well as curriculum and assessment design.

That means breaking down CT skills into its component parts, which include concepts like logic, algorithms, patterns, abstraction, generalization, evaluation, and automation. It also means approaches like “decomposing” problems into subproblems for ease in solving, creating computational artifacts (usually through coding); reusing solutions, testing and debugging; iterative refinement.

And yes, it also involves collaboration and creativity! And furthermore, it does not need to involve a computer.

If all that sounds a bit wonky, don’t worry. Like any skill, CT is best taught and learned in context, and embedded into class subjects. For example, analytical and logical thinking can be fostered through puzzles and word problems that require learners to engage in these crucial aspects of CT. As a matter of fact, problems involving such logical argumentation and logical thinking can be tackled as part of language arts, in addition to mathematics or computer science.

Coding is an excellent, fun, and useful context for developing computational thinking skills. But it is not the only way. Here are some ideas for fostering CT in subjects. Some are unplugged while others would benefit from involving coding. Teachers may recognize many of the non-programming activities as things they already do!

Language Arts

Use logic to put together a jumbled story in correct sequence (younger grades)

Identify patterns for different sentence types and rules for grammar

Use first-order logic to arrive at conclusion based on given facts

Construct social networks to analyze stories

Program a story with alternate pathways (“Choose your own adventure”)

Mathematics

Model functions in algebra through programs (compare them to functions in programs)

Write an algorithm (or precise sequence of steps) on how to do matrix multiplication or how to solve a quadratic equation

Use decomposition to solve word problems

Express generalizations (as algebraic representations) by identifying patterns

Science

Do a species classification with explicit “If-Then” logic (younger grades)

Build a computational model of a physical phenomenon

Instead of playing with or manipulating pre-developed software simulations of scientific phenomenon, create (program) computational models and simulations to study and interrogate phenomena

Social Science

Study data and Identify patterns / trends in wars and other historical events

Create visualizations of these patterns and trends

Create a simulation to study relationships in social science phenomena such as women’s education and health

Create models for social systems, or social networks, or social choice.

Teachers may recognize some of the non-programming activities as activities they already do! Indeed, many activities invoke the same thinking skills without being labeled CT. The idea is to be more conscious of explicitly making the CT connection and call such problems out as those with possible automated and computational solutions, or incorporating programming tools in such activities.

Common Misconceptions About Computational Thinking

...let’s be clear that these efforts do not mean that every child is expected to become a computer scientist.

One popular assumption about CT is that it is the same as coding. That’s not quite accurate. While coding is a popular vehicle to teach CT, computational thinking is much more than programming. It is the thinking skills that are employed in understanding a problem and formulating a solution before coding. (Also bear in mind coding need not necessarily be the end product of a CT process.)

Few would challenge that coding is a popular and effective vehicle for learning and applying (and hence teaching and assessing) CT in K-12. It’s important to remember, however, CT is the process of problem analysis and problem decomposition that precedes (in addition to happening during) coding and programming.

CT involves students asking and answering questions like: Can this problem be better, or more easily, solved by a human or a computer? Is there a pattern between this problem and similar problems we have tackled before? How can data best be organized to solve this problem? How can I create a general solution that works for a range of inputs? What is a step-by-step procedure I can articulate to solve this? What computational strategies might be employed? What are the limitations, trade-offs and constraints related to solving this problem?

Additionally, CT should also not be confused with “digital literacy,” which is often the “technology” subject in schools that focuses on how to use software, digital tools, and the internet. CT is not about how to use technology; rather, it lifts the hood on how digital solutions are designed using computational tools.

Preparing teachers to teach CT is a key task that schools need to take on as a first step. Teaching CT in the context of their disciplines for disciplinary subject teachers will have the added benefit of equipping them to make connections that they can then build on. Access to curricula and assessments, teacher professional development, best practices for teaching CT, and most importantly, becoming part of a community of educators are as important as ever to bring this vital 21st century competency to all children.

To learn more, you can also watch my talk, “Computational Thinking: the ‘5th C’ of 21st Century Skills.”

The 5th ‘C’ of 21st Century Skills? Try Computational Thinking (Not Coding) published first on https://medium.com/@GetNewDLBusiness