A long-term investigation of the comprehension of OOP concepts by novices

Ragonis, Noa; Ben‐Ari, Mordechai

doi:10.1080/08993400500224310

Cited by 136 publications

(69 citation statements)

References 34 publications

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“…Firstly, that of Ragonis & Ben-Ari's [34] who propose an object-first approach which demonstrates object-orientation prior to basic programming concepts, and secondly, that of Buck & Stucki [7] who suggest that students are exposed to complex object-orientation too early and advise that the basic building blocks should be taught first. Seeing the value in both approaches we perceive how a service-first approach could use a combination of the two, offering a solution which introduces the service principles prior to intricate object-oriented implementation techniques.…”

Section: What It Means Is To Become Service-readymentioning

confidence: 99%

“…In future work we will consider qualitative associated studies such as that of Ragonis & Ben-Ari [34] who evaluate student marks in order to identify 58 conceptions and difficulties for analysis as carried out by novices and that of Holland et al [21] who identify equivalent concerns in teaching OOP with a list of students' misconceptions and a probable source for each. The identification of such potential problem areas will ultimately be used to expose which object-oriented methods effectively interpret the service principles.…”

Section: Futurementioning

confidence: 99%

“…For this reason, loose coupling should never be an end in itself". In order to address these challenges whilst still retaining the advantage of using inheritance in a service-ready intermediary state, we propose using separate class definitions for the internals and externals of a system through an expansion of Ragonis' [34] approach which uses simple and composed classes. The concept of simple refers to a class whose attributes are of built-in types to the language, and composed refers to a class that has attributes of different user-defined types.…”

Section: Inheritancementioning

confidence: 99%

See 2 more Smart Citations

Levering object-oriented knowledge for service-oriented proficiency

Stubbings¹,

Polovina

2013

Computing

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Section: What It Means Is To Become Service-readymentioning

confidence: 99%

Section: Futurementioning

confidence: 99%

Section: Inheritancementioning

confidence: 99%

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Levering object-oriented knowledge for service-oriented proficiency

Stubbings¹,

Polovina

2013

Computing

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“…Problem solving is the foundation of programming skill (Deek & McHugh, 1998;Ragonis & Ben-Ari, 2005). Shaffer (2005) points out that "most attempts at using technology to train programmers have been unsuccessful because the designers have misconstrued programming as a knowledge-based rather than as a task-based discipline" (p. 56).…”

Section: Brief Review Of the Literaturementioning

confidence: 99%

“…Ludwig, utilizes networking and online collaboration of people to support the acquisition of programming skills (Shaffer, 2005). Finally, another computer tutor system, that teaches programming in the Java language, involves both a particular curriculum design and specially-selected tools identified for their instructional value (Ragonis & Ben-Ari, 2005). There are many other programming computer tutors, which vary by the programming language they use and instructional approach they reflect; the ones listed are presented to provide a flavor for the variety.…”

Section: Brief Review Of the Literaturementioning

confidence: 99%

Computer tutoring for programming education

Eitelman

2006

Proceedings of the 44th Annual Southeast Regional Conference

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Software is increasingly pervasive in the products we use. Consequently, more programmers are needed to develop the software, and consequently there is unmet demand on programming instructors. One possible solution to the increased demand is to complement human teaching with automated computer tutoring. Several examples of such computer tutors for programming already exist, however they have not found widespread success. In the operational world, there are several job-aids that support programmers in the field. Some of these jobaids reflect similar principles used in training tools, particularly scaffolding. Finally, several researchers in the realm of programming instruction indicate the importance of using a problem-based learning approach, or integrating learning and performance for learners. Thus, the paper concludes with questions revolving around how computer tutoring for programming may be enhanced, and lead to greater success, by developing an approach that similarly integrates performance and learning.

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Computing Pre‐University: Secondary Level Computing Curricula

Ragonis

2009

Wiley Encyclopedia of Computer Science and Engineering

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This article reviews the teaching of computing in high schools throughout the world. Many approaches exist to teaching computing topics to high‐school students, which range from the use of basic computer applications, such as word processors and presentation software, and through the use of advanced applications, such as spread sheets, databases and the construction of basic websites, to some highly advanced computing programs that approach academic curricula. Various agencies and countries have invested great efforts over the years in the updating of curricula following rapid developments in the domain. Deliberations are many and they are manifested in the different names given to the curricula, in the diversity of their targets and contents, and in the wide range of guidelines offered vis‐á‐vis teaching approaches. The common denominator of all such curricula emphasizes the need to prepare students for the world of tomorrow, in all that pertains to computerization. Such training must refer to principles rather than be based on mastering of one tool or programming language rather than another. The article first presents the different approaches that emerge with respect to computing curricula, and then it offers a detailed review of curricula from 19 countries worldwide. Finally, a summarizing comparison between the various curricula is presented in conclusion. It to be viewed that even in countries that have curricula in place, there is still lack in terms of the implementing it. Implementation vis‐á‐vis the general population is more extensive in the prevalent areas of information technology (IT) or information and communication technology (ICT), but it is significantly less extensive in the area of computer science. It seems that most countries are still a long way from achieving their education vision with respect to the domain of computing, and plenty of work still must be done.

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A long-term investigation of the comprehension of OOP concepts by novices

Cited by 136 publications

References 34 publications

Levering object-oriented knowledge for service-oriented proficiency

Levering object-oriented knowledge for service-oriented proficiency

Computer tutoring for programming education

Computing Pre‐University: Secondary Level Computing Curricula

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