Test Driven Development: By Example
Test Driven Development: By Example
Test Driven development: A Practical Guide
Test Driven development: A Practical Guide
Teaching polymorphism with elementary design patterns
OOPSLA '03 Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications
Novice Java programmers' conceptions of "object" and "class", and variation theory
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Students learn CS in different ways: insights from an empirical study
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Research perspectives on the objects-early debate
ITiCSE-WGR '06 Working group reports on ITiCSE on Innovation and technology in computer science education
Objects First With Java: A Practical Introduction Using BlueJ (3rd Edition)
Objects First With Java: A Practical Introduction Using BlueJ (3rd Edition)
Implementation Patterns
Test-driven learning in early programming courses
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Relationships between reading, tracing and writing skills in introductory programming
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Test-driven design for introductory OO programming
Proceedings of the 40th ACM technical symposium on Computer science education
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A phenomenographic study uncovers variations in the way that the subjects are aware of a phenomenon. In the categories of description that represent the variations in awareness there are features that, through their variation, define the characteristics of the categories. Teaching seeks to foster a change in the way that the learner is aware of a phenomenon through opening up a space of learning. This paper outlines the way that the outcome spaces from a phenomenographic study can be used to plan a teaching programme that utilises variations in the features. It discusses a strategy for teaching programming based on a phenomenographic study of practitioner conceptions of an object-oriented program. The strategy covers features related to the nature of an object-oriented program.