Understanding object-oriented programming

Bergin, Joseph; Winder, Russel

doi:10.1145/571727.571731

Cited by 4 publications

(4 citation statements)

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“…For reasons that will become apparent, we call this the Janus Principle. This principle differs from previous, related work (e.g., [2], [4]) by emphasizing support for multiple user-interfaces as a design principle.…”

Section: Introductionmentioning

confidence: 81%

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OOP and the Janus principle

Adams

2006

SIGCSE Bull.

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It is easy for computer science students and educators to write software applications in Java or C++ that are not object-oriented. In this paper, we present the Janus Principle -a simple software engineering principle (related to the MVC design pattern) whose use produces highly object-oriented code. We demonstrate its effect by developing a simple Java networking application, first without using the Janus Principle, and then using it. Students and educators who follow this principle will write programs containing highly reusable code.

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Section: Introductionmentioning

confidence: 81%

“…Computer science (CS) students and educators who learned to program under one of the older approaches face a significant challenge in making the paradigm shift required by the OOP approach (e.g., see [4], [5]). …”

Section: Introductionmentioning

confidence: 99%

OOP and the Janus principle

Adams

2006

SIGCSE Bull.

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“…Teachers' perceptions and behaviour are formed by their own experiences, both their past experiences and current views. Bergin and Winder [2], among others, believe that OOP is a paradigm, different from procedural programming, which requires a change in mental model (a paradigm shift) in the practitioners. After being used to a procedural style of programming, learning to program in an object-oriented style seems to be very difficult.…”

Section: Literature Surveymentioning

confidence: 99%

From Procedural to Object-Oriented Programming (OOP)- Performance in OOP: An empirical study

Govender¹

2011

SACJ

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This exploratory study of introductory pre- and in-service teachers’ performance in object-oriented programming (OOP) assessments reveals important issues with regard to learning and teaching OOP, using java. The study is set against the backdrop of the country’s transition of its national IT curriculum from a procedural to an object-oriented programming language. The effect of prior programming experience and performances in different types of questions are examined. A combination of quantitative and qualitative methods is used to analyse the data. The effect of prior programming experience of a procedural kind and the type of assessments given is shown to have a marked influence on the performance in programming assessments and teaching of OOP. Many introductory OOP courses are in effect taught procedurally as courses in the small. Therefore educating teachers how to teach programming is a significant educational challenge. Some implications for teaching are therefore suggested

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“…The commonly referred to (Eckstein, 1997;Sheetz et al, 1997) and now wellknown problem of paradigm shift had to be faced. As demonstrated by an empirical case study performed by Bergin and Winder (2000) the OO is a real paradigm shift rather than just a packaging mechanism for procedural programming and this is why a change in the mental model of the programmers is required. Furthermore, even in the case where the OO paradigm is the first programming paradigm, many educators feel that is still hard to teach OO, since the approach used for procedural programming is not effective.…”

Section: The Traditional Approachmentioning

confidence: 99%

A Sequence of Assignments to Teach Object-Oriented Programming: a Constructivism Design-First Approach

Thramboulidis¹

2003

Informatics in Education

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A constructivism-based approach to teach the object-oriented (OO) programming paradigm in introductory computer courses was developed and used for several years. A multientity system from everyday life was adopted, to exploit the novice programmer's existing knowledge and build on it the OO conceptual framework. A sequence of assignments has been designed and developed to allow students exposed to this approach to experiment with Java programming and see how the OO conceptual framework is implemented. In this paper, this sequence of assignments is presented, discussed and evaluated in the context of the defined approach. The set of assignments that is based on a software-engineering-centered view and more precisely on a designfirst approach, comes with the description of the strategy and graded hints that lead students to the final solution. Although it was first implemented as supplementary material, it quickly became the core component of the course.

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Understanding object-oriented programming

Cited by 4 publications

References 0 publications

OOP and the Janus principle

OOP and the Janus principle

From Procedural to Object-Oriented Programming (OOP)- Performance in OOP: An empirical study

A Sequence of Assignments to Teach Object-Oriented Programming: a Constructivism Design-First Approach

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