“…The students present difficulties when adopting the object-oriented paradigm, because their initial formative process is generally based on purely structural programming. The modular nature of the object-oriented paradigm is conceived as a challenge for educators, since in this process it is common for students to assimilate erroneous conceptions and to present problems in understanding and implementing object-oriented standards (Abbasi et al, 2017 ; Anniroot & de Villiers, 2012 ; Arif, 2000 ; Barr et al, 1999 ; Benander et al, 2004 ; Black et al, 2013 ; Cetin, 2013 ; Dale, 2006 ; Fedorowicz & Villeneuve, 1999 ; García Perez-Schofield et al, 2008 ; Hadar, 2013 ; Hosanee & Panchoo, 2015 ; Hubwieser & Mühling, 2011 ; Hundley, 2008 ; Jordine et al, 2015 ; Tahat, 2014 ; Karahasanović et al, 2007 ; Kunkle & Allen, 2016 ; Lewis et al, 2004 ; Mazaitis, 1993 ; Moussa et al, 2016 ; Nelson et al, 1997 ; Pei et al, 2010 ; Rajashekharaiah et al, 2016 ; Sajaniemi et al, 2007 ; Sanders et al, 2008 ; Seng & Yatim, 2014 ; Sheetz, 2002 ; Sheetz et al, 1997 ; Sien, 2011 ; Sien & Chong, 2011 ; Streib & Soma, 2010 ; Tan et al, 2014 ; Tegarden & Sheetz, 2001 ; Thomasson et al, 2006 ; Turner et al, 2010 ; Xinogalos, 2015 ; J. Yang et al, 2018 ; Zhang et al, 2018 ). - Difficulty in understanding object-oriented relationships (D05).
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