A paradigm shift in teaching OOT
Addendum to the 1998 proceedings of the conference on Object-oriented programming, systems, languages, and applications (Addendum)
Object-Oriented Approach: Concepts, Modeling, and System Development
Object-Oriented Approach: Concepts, Modeling, and System Development
Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and Iterative Development (3rd Edition)
Using concept maps to produce sequence diagrams
SE '08 Proceedings of the IASTED International Conference on Software Engineering
Implementation of the concept-driven approach in an object-oriented analysis and design course
MODELS'10 Proceedings of the 2010 international conference on Models in software engineering
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Information technology students at universities have in general found difficulty in grasping object-oriented (OO) concepts. They have problems with abstract thinking, especially in the context of performing abstractions of real-world problems in object-oriented analysis and design (OOAD) courses. Most of these students prefer to focus on the implementation phase of a software development lifecycle and consider the preceding analysis and design phases unnecessary. We present an approach to introduce the concept map as the first domain model to be derived from functional requirements or textual use cases during the analysis phase. It can subsequently evolve into a class diagram containing information on classes, attributes, associations, generalization-specialization hierarchies, aggregation and methods. This paper contains results of a quantitative evaluation for gauging the effectiveness of concept mapping in helping students with their abstraction techniques.