Teaching of Object-Oriented Programming
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17310%2F18%3AA1901YK0" target="_blank" >RIV/61988987:17310/18:A1901YK0 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Teaching of Object-Oriented Programming
Popis výsledku v původním jazyce
This article deals with the subject of object-oriented programming. The programming area has been very dynamic in recent years. On the other hand, there is often a discrepancy between the methodology and the focus of programming instruction on the one hand, and the development of programming languages, development tools and development methodologies on the other. The existing teaching methodology of programming usually starts with algorithmization, followed by the teaching of a particular programming language and the conversion of algorithms into code. Object-oriented programming is often taught as an add-on and other property of the programming language. Students are not usually preparing for a completely different paradigm and another style of designing programs. Moving to object-oriented programming then makes students usually problems. There are also teaching methods that introduce an object-oriented paradigm right from the beginning of the lesson. Teachers of this methodology usually have reservations that are challenging for students. The paper tries to show simple comparisons of student results that this concern is not justified and can be taught by object-first. This article describes an experiment at a grammar school and compares the results of bachelor students who have been learning algorithm-first and object-first. The results of experiments and observations show that the students of object-first methodology manage and do not have worse learning outcomes, knowledge and skills than students who have learned traditionally.
Název v anglickém jazyce
Teaching of Object-Oriented Programming
Popis výsledku anglicky
This article deals with the subject of object-oriented programming. The programming area has been very dynamic in recent years. On the other hand, there is often a discrepancy between the methodology and the focus of programming instruction on the one hand, and the development of programming languages, development tools and development methodologies on the other. The existing teaching methodology of programming usually starts with algorithmization, followed by the teaching of a particular programming language and the conversion of algorithms into code. Object-oriented programming is often taught as an add-on and other property of the programming language. Students are not usually preparing for a completely different paradigm and another style of designing programs. Moving to object-oriented programming then makes students usually problems. There are also teaching methods that introduce an object-oriented paradigm right from the beginning of the lesson. Teachers of this methodology usually have reservations that are challenging for students. The paper tries to show simple comparisons of student results that this concern is not justified and can be taught by object-first. This article describes an experiment at a grammar school and compares the results of bachelor students who have been learning algorithm-first and object-first. The results of experiments and observations show that the students of object-first methodology manage and do not have worse learning outcomes, knowledge and skills than students who have learned traditionally.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
DIVAI 2018: 12TH INTERNATIONAL SCIENTIFIC CONFERENCE ON DISTANCE LEARNING IN APPLIED INFORMATICS
ISBN
978-80-7598-059-5
ISSN
2464-7470
e-ISSN
2464-7489
Počet stran výsledku
529
Strana od-do
273-282
Název nakladatele
WOLTERS KLUWER CR A S
Místo vydání
Praha
Místo konání akce
Sturovo, Slovakia
Datum konání akce
2. 5. 2018
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
000459255700024