Guidelines for teaching object orientation with Java

Kölling, Michael; Rosenberg, John

doi:10.1145/377435.377461

Cited by 113 publications

(49 citation statements)

References 2 publications

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“…BThe BlueJ system and its pedagogy^ (Kölling et al 2003) and the established Bguidelines for teaching object orientation with Java^ (Kölling and Rosenberg 2001) proposed by the team of BlueJ were presented to students using the corresponding papers in the context of the 1st lecture. Besides the activities proposed for the pedagogical use of BlueJ in the aforementioned papers, activities proposed in the accompanying textbook (Barnes and Kölling 2004) for the environment were also utilized.…”

Section: Lectures 1 and 2: The Bobjects-first^approach -Bluejmentioning

confidence: 99%

“…Students were asked to devise a project for teaching the basic concepts of OOP following the guidelines proposed by Kölling and Rosenberg (2001) and the sequence of activities proposed in (Kölling and Rosenberg 2001;Kölling et al 2003). This type of assignment was selected because students had been taught OOP and were familiar with relevant problems.…”

Section: Assignmentmentioning

confidence: 99%

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Microworlds, games, animations, mobile apps, puzzle editors and more: What is important for an introductory programming environment?

2015

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Teaching and learning programming constitutes a challenge. Although several teaching approaches and programming tools have been proposed, it seems that they have limited impact on classroom practice. This article investigates students' perceptions on five educational programming environments that are widely used and the features that any introductory programming environment should have. The environments investigated are: BlueJ; objectKarel; Scratch; Alice; and MIT App inventor. These environments were studied and used by experienced undergraduate students of Informatics in the context of a fourth year course. The main features of the environments and the way of presenting them to students, as well as the assignments in the context of the course are presented, in order to help the reader realize what experience was gained by the students that evaluated the environments. Based on a questionnaire filled in by students interesting conclusions were drawn. Students identified the main features of the environments and evaluated them positively, although problems were identified. An introductory programming environment should engage students through the development of programs connected to their interests, such as games and mobile apps. Moreover, an ideal introductory programming environment should provide a simple and user-friendly Graphical User Interface (GUI) that supports visualization of objects and classes, includes a puzzle-like editor for program development, reports simple and understandable error messages in natural language, and finally the ability to Educ Inf Technol execute the program in a step by step manner. Although no single environment fulfils all these features, it seems that the most successful environment is Scratch.

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Section: Lectures 1 and 2: The Bobjects-first^approach -Bluejmentioning

confidence: 99%

Section: Assignmentmentioning

confidence: 99%

Microworlds, games, animations, mobile apps, puzzle editors and more: What is important for an introductory programming environment?

2015

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“…For instance, every program in Java requires the definition of at least one class. This meant that educators wishing to adopt Java as a first language needed to rethink their curricula (Bergin, Koffman, Proulx, Rasala, & Wolz, 1999;Culwin, 1999;Kö lling & Rosenberg, 2001;Mitchell, 2001;Weber-Wulff, 2000).…”

Section: Introductionmentioning

confidence: 99%

Identifying predictors of success for an objects-first CS1

Ventura

2005

Computer Science Education

116

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The paper reports on an examination of predictors of success for an objects-first course. The predictors considered included prior programming experience, mathematical ability, academic and psychological variables, gender, and measures of student effort. Cognitive and academic factors such as SAT scores and critical thinking ability offered little predictive value when compared to the other predictors of success. Student effort and comfort level were found to be the strongest predictors of success.

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“…We survey closely related approaches below. BlueJ [11] is an early example of a wellknown pedagogic tool supporting static and dynamic visualization. JavaVis [17] supports visualization with object and sequence diagrams.…”

Section: Conclusion and Further Workmentioning

confidence: 99%

Declarative and visual debugging in Eclipse

Czyz

Jayaraman

2007

Proceedings of the 2007 OOPSLA Workshop on Eclipse Technology eXchange

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We present a declarative and visual debugging environment for Eclipse called JIVE. 1 Traditional debugging is procedural in that a programmer must proceed step-by-step and objectby-object in order to uncover the cause of an error. In contrast, we present a declarative approach to debugging consisting of a flexible set of queries over a program's execution history as well as over individual runtime states. This runtime information is depicted in a visual manner during program execution in order to aid the debugging process. The current state of execution is depicted through an enhanced object diagram, and the history of execution is depicted by a sequence diagram. Our methodology makes use of these diagrams as a means of formulating queries and reporting results in a visual manner. It also supports revisiting past runtime states, either through reverse stepping of the program or through queries that report information from past states. Eclipse serves as an ideal framework for implementing JIVE since, like the JIVE architecture, it makes crucial use of the Java Platform Debugging Architecture (JPDA). This paper presents details of the JIVE architecture and its integration into Eclipse.

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Guidelines for teaching object orientation with Java

Cited by 113 publications

References 2 publications

Microworlds, games, animations, mobile apps, puzzle editors and more: What is important for an introductory programming environment?

Microworlds, games, animations, mobile apps, puzzle editors and more: What is important for an introductory programming environment?

Identifying predictors of success for an objects-first CS1

Declarative and visual debugging in Eclipse

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