Parameter passing: the rules the students construct
SIGCSE '91 Proceedings of the twenty-second SIGCSE technical symposium on Computer science education
Peer learning in an introductory computer science course
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Active learning and its use in computer science
ITiCSE '96 Proceedings of the 1st conference on Integrating technology into computer science education
Avoiding object misconceptions
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Collaborative learning: a case study for CS1 at Grinnell College and Austin
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Java as first programming language: a critical evaluation
ACM SIGCSE Bulletin
Misconceptions of designing: a descriptive study
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
UML distilled (2nd ed.): a brief guide to the standard object modeling language
UML distilled (2nd ed.): a brief guide to the standard object modeling language
Combining cooperative learning and peer instruction in introductory computer science
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Experiences when migrating from structured analysis to object-oriented modelling
ACSE '00 Proceedings of the Australasian conference on Computing education
Encapsualtion and reuse as viewed by java students
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Studying the Novice Programmer
Studying the Novice Programmer
Student understanding of object-oriented programming as expressed in concept maps
Proceedings of the 39th SIGCSE technical symposium on Computer science education
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Concept maps have proven beneficial in the assessment of students' preconceptions and mental models in the natural sciences. This paper examines if it is possible to create concept-map class diagrams from the Unified Modeling Language to assess student's mental models upon entry into a course and to monitor their development throughout the course. Perhaps the use of UML in the cognitive area will facilitate students' understanding of object-oriented software design. Hopefully the mental models obtained can make instructional designers cognizant of the common misconceptions and pitfalls students have in the conceptually challenging area of object-oriented software design.