Using coding patterns in a model-driven approach to teaching object oriented programming
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
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ACM Transactions on Computing Education (TOCE)
PatternCoder: a programming support tool for learning binary class associations and design patterns
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
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ISSEP '10 Proceedings of the 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives: Teaching Fundamentals Concepts of Informatics
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Proceedings of the 2010 ITiCSE working group reports
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Conceptual modelling is the defining characteristic of object-orientation and provides a unifying perspective and a pedagogical approach focusing upon the modelling aspects of object-orientation. Reinforcing conceptual modelling as a basis for CS1 provides a course structure to integrate the core elements from a conceptual framework for object-orientation and a systematic approach to programming. Both of these are helpful to newcomers. The progression of the course is defined by the growing complexity of the conceptual model, which is to be implemented. The focus is not on conceptual modelling per se, but on the use of conceptual models as a structuring mechanism and a guide for the implementation. In this article we discuss different ways to structure an introductory programming course and give concrete examples on how a course where the complexity of the conceptual model is defining the structure.