A seminar course in object oriented programming

Bellin, David

doi:10.1145/134510.134537

Cited by 3 publications

(7 citation statements)

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“…Several large companies have reportedly been making use of objectoriented methods for some time (Bellin, 1992). Benin (1992) goes on to state that, "object oriented programming is emerging as an important part of the commercial data processing community" (p. 134). Lastly, object-oriented analysis, design, and programming seems to offer a solution to some of the inherent weaknesses identified with the currently accepted structured paradigm (Luker, 1994;Decker and Hirshtleld, 1993).…”

Section: Educational Benefitsmentioning

confidence: 99%

“…The evidence points to the contrary, however. After instituting object-oriented methods in a course, Benin (1992) reported that the ".. ease with which the students appeared to grasp the basic constructs of object orientation was surprising...What potential power there seemed to be in these ideas!" (p. 135) Benin chose Smalltalk as the language for the course, and is not alone in his opinion of Stnalltalk's simple but powerful syntax (Luker, 1994;Osborne and Johnson, 1993).…”

Section: )mentioning

confidence: 99%

“…Most educators recommended Smalltalk (Benin, 1992;Osborne and Johnson, 1993;Luker, 1994;Mazaitis, 1993), or C++ (Reid, 1993;Decker and Hirshfield;Mazaitis, 1993), but Object Pascal (Decker & Hirshfield, 1993;Mazaitis. 1993), Ada (Mazaitis, 1993), Eiffel (Mazaitis, 1993), and Turbo Pascal (Mazaitis, 1993) were represented, as well as Object C (Levine, 1993).…”

Section: Language Environmentmentioning

confidence: 99%

“…The majority of complaints centered on Smalltalk, possibly because it was the most used. Benin (1992) states that "Smalltalk is not :33 just a language, but is really an environment.…”

Section: Language Environmentmentioning

confidence: 99%

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Object-orientation and the principles of learning theory

DeClueTim

1996

SIGCSE Bull.

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Section: Educational Benefitsmentioning

confidence: 99%

Section: )mentioning

confidence: 99%

Section: Language Environmentmentioning

confidence: 99%

“…The majority of complaints centered on Smalltalk, possibly because it was the most used. Benin (1992) states that "Smalltalk is not :33 just a language, but is really an environment.…”

Section: Language Environmentmentioning

confidence: 99%

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Object-orientation and the principles of learning theory

DeClueTim

1996

SIGCSE Bull.

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“…Parte V Apéndices Apéndice A Antecedentes de dificultades en el aprendizaje de diseño de software Año Estudios Descripción 1970 Dijkstra [31] Problemas de diseño de software en general 1975 Jackson [54] Problemas de diseño de software en general 1981 Jeffries et al [56] Problemas de diseño desde el punto de vista cognitivo de resolución de problemas 1986 O'Shea [80] Dificultades en aprender diseño OO en personas con experiencia en enfoque procedimental 1990 Rosson et al [95] Dificultades en el aprendizaje de programación en ambientes OO (Smaltalk) Détienne [26] Problemas al diseñar con un lenguaje orientado a objetos 1991 Duncan [33] Dificultades en el aprendizaje de conceptos de diseño y programación orientada a objetos 1992 Bellin [8] Dificultades en el aprendizaje de conceptos de diseño y programación orientada a objetos 1993 Manns et al [67] Dificultades de aprendizaje de OO provenientes del conocimiento previo de estructurado 1994 Vessey et al [120] Dificultades en el aprendizaje y uso de técni-cas OO 1995 Brooks [18] Dificultades en la incorporación del enfoque OO en actividades de desarrollo de sistemas Pennington et al [87] Dificultades que tienen los individuos principiantes y expertos en OO Vs estructurado 1997 Shettz et al [104] Dificultades de aprendizaje de técnicas OO Continúa en la siguiente página…”

Section: Líneas De Investigación Futurasunclassified

Dificultades en el aprendizaje del diseño de software orientado a objetos: un estudio cualitativo longitudinal

Naranjo¹,

Catherine²

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The software development companies look to reduce costs through the development of designs that will: a) ease the distribution of development work with the least communication between the parties; b) changeability, allowing to change a module without disturbing the other parties and; c) understandability, allowing to study a system module at a time.These basic software design features are achieved through the design of quasidecomposable systems, whose theoretical model was introduced by Simon in his search for a general theory of systems. In the field of software design, Parnas offers a practical way to achieve quasi-decomposable systems, called The Information Hiding Principle.The Information Hiding Principle is different criterion for decomposition into modules, whose implementation achieves the desirable characteristics of an efficient design at the development and maintenance level. The Principle and the object-oriented approach are related because the object-oriented approach facilitates the implementation of The Principle, which is why when objects begin to take hold, also appear alongside the difficulties in learning an object-oriented software design, which remain to this day, as reported in the literature.Difficulties in learning object-oriented software design has a great impact both in the classroom and in the profession. The detection of these difficulties will allow teachers to correct or route them before they move to the industry. On the other hand, the industry can be warned of potential problems related to the software development process.This thesis aims to investigate the difficulties in learning the object-oriented design, through an empirical study. The study was conducted through a qualitative case study, which consisted of three parts. The first, an initial study was aimed to understand the knowledge of the students around The Information Hiding Principle before they start the instruction. The second part, a study was conducted during the entire period of instruction in order to obtain the difficulties of software design and their level of persistence. Finally, a third party, whose purpose was to study the essential difficulties of learning and their possible sources.Participants in this study belonged to the field of Software Design of the European Master in Software Engineering at the Escuela Técnica Superior de Ingenieros Informáticos of Universidad Politécnica de Madrid. The qualitative data used for the analysis came from the observations in class time and exhibitions, performed interviews with students and exercises sent over the period of instruction.The difficulties presented in this thesis, in their different perspectives, provided concrete knowledge of a particular case study, making significant contributions in the area of software design, teaching, industry and methodological level.3

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The effects of paradigm on cognitive activities in design

Lee

Pennington

1994

International Journal of Human-Computer Studies

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A seminar course in object oriented programming

Cited by 3 publications

References 1 publication

Object-orientation and the principles of learning theory

Object-orientation and the principles of learning theory

Dificultades en el aprendizaje del diseño de software orientado a objetos: un estudio cualitativo longitudinal

The effects of paradigm on cognitive activities in design

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