76,319 research outputs found

    Strategic Directions in Object-Oriented Programming

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    This paper has provided an overview of the field of object-oriented programming. After presenting a historical perspective and some major achievements in the field, four research directions were introduced: technologies integration, software components, distributed programming, and new paradigms. In general there is a need to continue research in traditional areas:\ud (1) as computer systems become more and more complex, there is a need to further develop the work on architecture and design; \ud (2) to support the development of complex systems, there is a need for better languages, environments, and tools; \ud (3) foundations in the form of the conceptual framework and other theories must be extended to enhance the means for modeling and formal analysis, as well as for understanding future computer systems

    Blue - A Language for Teaching Object-Oriented Programming

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    Teaching object-oriented programming has clearly become an important part of computer science education. We agree with many others that the best place to teach it is in the CS1 introductory course. Many problems with this have been reported in the literature. These mainly result from inadequate languages and environments. Blue is a new language and integrated programming environment, currently under development explicitly for object-oriented teaching. We expect clear advantages from the use of Blue for first year teaching compared to using other available languages. This paper describes the design principles on which the language was based and the most important aspects of the language itself

    Four approaches to teaching programming

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    Based on a survey of literature, four different approaches to teaching introductory programming are identified and described. Examples of the practice of each approach are identified representing procedural, visual, and object-oriented programming language paradigms. Each approach is then further analysed, identifying advantages and disadvantages for the student and the teacher. The first approach, code analysis, is analogous to reading before writing, that is, recognising the parts and what they mean. It requires learners to analyse and understand existing code prior to producing their own. An alternative is the building blocks approach, analogous to learning vocabulary, nouns and verbs, before constructing sentences. A third approach is identified as simple units in which learners master solutions to small problems before applying the learned logic to more complex problems. The final approach, full systems, is analogous to learning a foreign language by immersion whereby learners design a solution to a non-trivial problem and the programming concepts and language constructs are introduced only when the solution to the problem requires their application. The conclusion asserts that competency in programming cannot be achieved without mastering each of the approaches, at least to some extent. Use of the approaches in combination could provide novice programmers with the opportunities to acquire a full range of knowledge, understanding, and skills. Several orders for presenting the approaches in the classroom are proposed and analysed reflecting the needs of the learners and teachers. Further research is needed to better understand these and other approaches to teaching programming, not in terms of learner outcomes, but in terms of teachers’ actions and techniques employed to facilitate the construction of new knowledge by the learners. Effective classroom teaching practices could be informed by further investigations into the effect on progression of different toolset choices and combinations of teaching approache

    Introducing Java : the case for fundamentals-first

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    Java has increasingly become the language of choice for teaching introductory programming. In this paper, we examine the different approaches to teaching Java (Objects-first, Fundamentals-first and GUI-first) to ascertain whether there exists an agreed ordering of topics and difficulty levels between nine relatively basic Java topics. The results of our literature survey and student questionnaire suggests that the Fundamentals-first approach may have benefits from the student's point of view and an agreed ordering of the Java topics accompanying this approach has been established

    On Object-Orientation

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    Although object-orientation has been around for several decades, its key concept abstraction has not been exploited for proper application of object-orientation in other phases of software development than the implementation phase. We mention some issues that lead to a lot of confusion and obscurity with object-orientation and its application in software development. We describe object-orientation as abstract as possible such that it can be applied to all phases of software development

    A Context-Oriented Extension of F#

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    Context-Oriented programming languages provide us with primitive constructs to adapt program behaviour depending on the evolution of their operational environment, namely the context. In previous work we proposed ML_CoDa, a context-oriented language with two-components: a declarative constituent for programming the context and a functional one for computing. This paper describes the implementation of ML_CoDa as an extension of F#.Comment: In Proceedings FOCLASA 2015, arXiv:1512.0694
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