[JadeNB]

> I definitely agree that someone using tools should know how to use them right - however in this case maybe the curriculum should be tweaked to point out mistakes when using a tool?

I totally agree! I structure my classes to point out both common classes of mistakes that everyone makes, and uncommon classes of mistakes that are subtle and difficult to catch. I even have a special way of presenting it (I switch to a colour I only use for discussing mistakes).

Students hate it. One of the two comments that I consistently get on my evaluations is "stop telling us how not to do it." (The other is that my tests are too hard, precisely because they don't involve just rote computations.) I've been told by classroom observers that many students literally ignore it, ceasing to take notes while I discuss mistakes and resuming only afterwards.

I keep doing it anyway, and I make a point of why I'm doing it, but it can't all be me; some of the onus has to be on the students to be willing to think about understanding failure modes as being as important as success.