Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
A constructivist framework for integrating the Java paradigm into the undergraduate curriculum
ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
Java as first programming language: a critical evaluation
ACM SIGCSE Bulletin
Advanced techniques for Java developers (rev. ed.)
Advanced techniques for Java developers (rev. ed.)
Software Development and Reality Construction
Software Development and Reality Construction
On using the web as a collaboration space in the context of an industrial simulation
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Web-based application development: a software engineering approach
ACM SIGCSE Bulletin
On understanding the statics and dynamics of object-oriented programs
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Infusing active learning into introductory programming courses
Journal of Computing Sciences in Colleges
CLIHC '05 Proceedings of the 2005 Latin American conference on Human-computer interaction
Constructivism as guiding philosophy for software engineering education
ACM SIGCSE Bulletin
An objective comparison of languages for teaching introductory programming
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
A study of object-oriented design errors made by novice programmers
Proceedings of the 2009 Annual Conference of the Southern African Computer Lecturers' Association
ECOOP'07 Proceedings of the 2007 conference on Object-oriented technology
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Computer science education is greatly affected by the object-oriented approach. This can be seen in the numerous new teachers being attracted to programming languages such as Java. Learning the object-oriented approach is however difficult for novice students, mostly because it requires a new way of thinking about computing and more depth to grasp. Thus, to promote the object-oriented approach at the introductory level, a re-examination of the teaching method is recommended. This article describes a pedagogical framework rooted in the constructivist epistemology for teaching object-oriented design and programming.