On the (Mis) Understanding of the "this" Reference

Ragonis, Noa; Shmallo, Ronit

doi:10.1145/3017680.3017715

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…The collection of questions meets these objectives and covers 11 of the 12 types of question suggested by Ragonis (2012); it also uses various problem-solving keywords of the nine categorized, as suggested by Ragonis & Shilo (2013), which are themselves attributed to Bloom's revised cognitive levels 4-6. We believe that because students cannot be expected to understand intuitively the concept of the current object this (Ragonis & Shmallo, 2017, 2018Shmallo & Ragonis, 2020), the understanding of the static notion cannot be accurate without facilitating it using tools that enable meaningful learning.…”

Section: Discussionmentioning

confidence: 99%

“…Research that addressed novices tended to expand and reduce properties of terms such as static and access and reported that students believed that a static variable may have many occurrences rather than only one, thus expanding its number of occurrences (Shmallo et al, 2012). In research that focused on students' conceptions and misconceptions regarding the this reference it was found that only 60% of the students indicated correctly that the this reference should not be used in any static context, and students showed difficulties when they needed to develop a static method replacing an instance method comprising the this reference (Ragonis & Shmallo, 2017, 2018Shmallo & Ragonis, 2020). Conclusions in relation to students' understanding of the static notion are limited, since they arose during research on other concepts.…”

Section: Misconceptions About Oop Conceptsmentioning

confidence: 99%

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The Application of Higher-Order Cognitive Thinking Skills to Promote Students’ Understanding of the Use of static in Object-Oriented Pro-gramming

Ragonis¹,

Shmallo²

2021

Informatics in Education

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Object-oriented programming distinguishes between instance attributes and methods and class attributes and methods, annotated by the static modifier. Novices encounter difficulty understanding the means and implications of static attributes and methods. The paper has two outcomes: (a) a detailed classification of aspects of understanding static, and (b) a collection of questions designed to serve as a learning/practice/diagnostic tool to address those aspects. Providing answers requires learners to apply higher-order cognitive skills and, hence, to advance their understanding of the essential meaning of the concept. Each question is analyzed according to three characteristics: (a) the static aspects that the question examines according to a detailed classification the paper provides; (b) identification of the question according: to Bloom's revised taxonomy, to the Structure of Observed Learning Outcome (SOLO) taxonomy; and to the problem-solving keywords used in the question's formulation. Several recommendations for teaching are presented.

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Section: Discussionmentioning

confidence: 99%

Section: Misconceptions About Oop Conceptsmentioning

confidence: 99%

The Application of Higher-Order Cognitive Thinking Skills to Promote Students’ Understanding of the Use of static in Object-Oriented Pro-gramming

Ragonis¹,

Shmallo²

2021

Informatics in Education

Self Cite

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“…When a static method is accessed by an instance, this probably represents a warning sign of an incorrect comprehension of the meaning of static methods. It is important to understand the current object and its usage [47].…”

Section: ) Bad Code Smellsmentioning

confidence: 99%

Software Analytics to Support Students in Object-Oriented Programming Tasks: An Empirical Study

2020

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The computing education community has shown a long-time interest in how to analyze the Object-Oriented (OO) source code developed by students to provide them with useful formative tips. Instructors need to understand the student's difficulties to provide precise feedback on most frequent mistakes and to shape, design and effectively drive the course. This paper proposes and evaluates an approach allowing to analyze student's source code and to automatically generate feedback about the more common violations of the produced code. The approach is implemented through a cloud-based tool allowing to monitor how students use language constructs based on the analysis of the most common violations of the Object-Oriented paradigm in the student source code. Moreover, the tool supports the generation of reports about student's mistakes and misconceptions that can be used to improve the students' education. The paper reports the results of a quasi-experiment performed in a class of a CS1 course to investigate the effects of the provided reports in terms of coding ability (concerning the correctness and the quality of the produced source code). Results show that after the course the treatment group obtained higher scores and produced better source code than the control group following the feedback provided by the teachers.

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A Diagnostic Tool for Assessing Students’ Perceptions and Misconceptions Regards the Current Object “this”

Ragonis

Shmallo

2018

Lecture Notes in Computer Science

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On the (Mis) Understanding of the "this" Reference

Cited by 7 publications

References 11 publications

The Application of Higher-Order Cognitive Thinking Skills to Promote Students’ Understanding of the Use of static in Object-Oriented Pro-gramming

The Application of Higher-Order Cognitive Thinking Skills to Promote Students’ Understanding of the Use of static in Object-Oriented Pro-gramming

Software Analytics to Support Students in Object-Oriented Programming Tasks: An Empirical Study

A Diagnostic Tool for Assessing Students’ Perceptions and Misconceptions Regards the Current Object “this”

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