Strategies for teaching object-oriented concepts with Java

Abstract

Abstract. A considerable amount of experiences in teaching object oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to overcome them, are addressed. Concretely, practical issues regarding associations, interfaces, genericity and exceptions are described. These issues suggest that more emphasis is required on presenting Java programs as derivations of conceptual models, in order to guarantee that a thorough design of the object structure actually precedes implementation issues. In addition, common student misunderstandings about the uses of interfaces and exceptions point out to the necessity of introducing both specific design philosophies and also a clear distinction between design-for-reuse and more specific implementation issues.

Research on Chinese Medicine Medication Device and Service Information System Platform

“…The platform of Chinese medicine medication cup and service information system uses eclipse, HBuilder, and Android Studio as development tools, and JAVA and JavaScript as programming languages. Java has the characteristics of simplicity, object-oriented, distributed, robustness, security, platform independence and portability, multi-threading, and dynamism [10] . Java can be used to develop desktop applications, web applications, distributed systems, and embedded system applications, among others [11] .…”

Has the paradigm shift in CS1 a harmful effect on data structures courses

“…A considerable amount of experience in teaching OO concepts using Java have been reported to date, some of which describe language pitfalls and concrete learning difficulties [24].…”

Programming in context

“…Robins, Rountree and Rountree (2003) conclude, -Typical introductory programming textbooks devote most of their content to presenting knowledge about a particular programming lan-guage‖ (p. 141); that is to say, the majority of them are based on an -instructing the computer‖ or -managing the computer‖ perspective. We have been able to find only four articles discussing the adoption of conceptual modelling in introductory programming courses (Alphonce & Ventura, 2002;Knudsen & Madsen, 1996;Madsen, Torgersen, Røn, & Thorup, 1998;Sicilia, 2006).…”