The top 10 reasons why object-oriented programming can't be taught in CS 1

Decker, Rick; Hirshfield, Stuart

doi:10.1145/191029.191054

Cited by 30 publications

(2 citation statements)

References 2 publications

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“…We have argued earlier [4] (as have many others before us [1,2,8]) that introducing an object-oriented language as the first programming language in the first course has many benefits and can greatly improve ease of learning (mainly by avoiding a "paradigm switch").…”

Section: Introductionmentioning

confidence: 95%

Blue—a language for teaching object-oriented programming

Kölling

Rosenberg

1996

Proceedings of the Twenty-Seventh SIGCSE Technical Symposium on Computer Science Education

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Section: Introductionmentioning

confidence: 95%

Blue—a language for teaching object-oriented programming

Kölling

Rosenberg

1996

Proceedings of the Twenty-Seventh SIGCSE Technical Symposium on Computer Science Education

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“…However, a problem that could not be overlooked was still apparent: several students seemed to face difficulties in deeply comprehending the fundamental concepts of OOP. This was partly attributed to the fact that students were introduced in the 2nd semester to procedural programming with C. Several researchers have pointed out that students face more difficulties when moving from imperative/procedural programming to OOP (Decker & Hirshfield, 1994;Hadjerrouit, 1998;Tempte, 1991;Wick, 1995). Hadjerrouit (1998Hadjerrouit ( , 1999 mentions that students with prior experience in procedural languages face difficulties with OOP concepts during their introduction to Java, and specifically with making good use of the various OOP concepts/constructs that-as a result-are used in a procedural-like manner.…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of Knowledge Transfer from Microworld Programming to Conventional Programming

Xinogalos

2012

Journal of Educational Computing Research

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Programming microworlds are being used for introducing students to programming for many years. Although many professors and school teachers report positive results from using programming microwords, these results are usually based on anecdotal evidence rather than rigorous empirical evaluation. A question that has not been answered yet with certainty is whether the knowledge acquired in the context of a programming microworld is transferred to a conventional programming language. In an attempt to investigate this issue we used a specially designed middle-term exam and a questionnaire at the end of an undergraduate Object-Oriented Programming (OOP) course. The course uses the programming microworld objectKarel for a short introduction to the most fundamental OOP concepts, and then the environment BlueJ and Java for presenting the real thing. The analysis of students' replies in the questionnaire shows that the introduction to OOP with the microworld helps the vast majority of students to comprehend fundamental concepts of OOP and what is more important is that this knowledge is transferred to Java afterwards. These results are supported by the comparative analysis of students' performance in written exams that took place in the context of two distinct offerings of the course, prior and after the use of the microworld in it.

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Legacy system program transformation by Lyee methodology

Takeda

Fujita

2004

Knowledge-Based Systems

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The top 10 reasons why object-oriented programming can't be taught in CS 1

Cited by 30 publications

References 2 publications

Blue—a language for teaching object-oriented programming

Blue—a language for teaching object-oriented programming

An Evaluation of Knowledge Transfer from Microworld Programming to Conventional Programming

Legacy system program transformation by Lyee methodology

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