Difficulties in Learning and Teaching Programming—Views of Students and Tutors
Education and Information Technologies
The quarks of object-oriented development
Communications of the ACM - Next-generation cyber forensics
ACM SIGCSE Bulletin
The inverted curriculum in practice
Proceedings of the 37th SIGCSE technical symposium on Computer science education
What do teachers teach in introductory programming?
Proceedings of the second international workshop on Computing education research
Grand Challenges in Computing: Education---A Summary
The Computer Journal
A framework for describing and comparing courses and curricula
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Using a restricted subset of Java in the first part of CS1
Journal of Computing Sciences in Colleges - Papers of the Fourteenth Annual CCSC Midwestern Conference and Papers of the Sixteenth Annual CCSC Rocky Mountain Conference
A principled approach to teaching OO first
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Student understanding of object-oriented programming as expressed in concept maps
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Course management with TrucStudio
Proceedings of the 13th annual conference on Innovation and technology in computer science education
Reflections on the Teaching of Programming: Methods and Implementations
Reflections on the Teaching of Programming: Methods and Implementations
Reflections on the Teaching of Programming
What students (should) know about object oriented programming
Proceedings of the seventh international workshop on Computing education research
The gap between knowledge and ability
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
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Teaching introductory object-oriented programming presents considerable challenges. Some of these challenges are due to the intrinsic complexity of the subject matter -- object-oriented concepts are tightly interrelated and appear in many combinations. The present work describes an approach to modeling educational domains and reports on the results for object-orientation. It analyzes the dependency structure of object-oriented concepts and describes the implications that the high interrelatedness of concepts has on teaching introductory programming.