物件導向軟體之架構(Object-Oriented Software Construction)探討

[서평]「The Unified Modeling Language User Guide」

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Three decades of active research on the teaching of introductory programming has had limited effect on classroom practice. Although relevant research exists across several disciplines including education and cognitive science, disciplinary differences have made this material inaccessible to many computing educators. Furthermore, computer science instructors have not had access to a comprehensive survey of research in this area. This paper collects and classifies this literature, identifies important work and mediates it to computing educators and professional bodies.We identify research that gives well-supported advice to computing academics teaching introductory programming. Limitations and areas of incomplete coverage of existing research efforts are also identified. The analysis applies publication and research quality metrics developed by a previous ITiCSE working group [74].

A survey of literature on the teaching of introductory programming

This article is a survey of program visualization systems intended for teaching beginners about the runtime behavior of computer programs. Our focus is on generic systems that are capable of illustrating many kinds of programs and behaviors. We inclusively describe such systems from the last three decades and review findings from their empirical evaluations. A comparable review on the topic does not previously exist; ours is intended to serve as a reference for the creators, evaluators, and users of educational program visualization systems. Moreover, we revisit the issue of learner engagement which has been identified as a potentially key factor in the success of educational software visualization and summarize what little is known about engagement in the context of the generic program visualization systems for beginners that we have reviewed; a proposed refinement of the frameworks previously used by computing education researchers to rank types of learner engagement is a side product of this effort. Overall, our review illustrates that program visualization systems for beginners are often short-lived research prototypes that support the user-controlled viewing of program animations; a recent trend is to support more engaging modes of user interaction. The results of evaluations largely support the use of program visualization in introductory programming education, but research to date is insufficient for drawing more nuanced conclusions with respect to learner engagement. On the basis of our review, we identify interesting questions to answer for future research in relation to themes such as engagement, the authenticity of learning tasks, cognitive load, and the integration of program visualization into introductory programming pedagogy.

A Review of Generic Program Visualization Systems for Introductory Programming Education

Problems with understanding concepts, so called misconceptions, have been investigated and reported in a number of studies regarding object-oriented programming [4], [3]. In a first programming course using an object-oriented language, it is of great importance that students get a good understanding of central concepts like object and class at an early stage of their education. We have, with a phenomenographic research approach, performed a study with first year university students, investigating what an understanding of the concepts object and class includes from a student perspective. By applying variation theory [8] to our results we are able to pin-point what the students need to be able to discern in order to gain a "rich" understanding of these concepts.

https://www.it.uu.se/edu/course/homepage/datadidaktik/ht08/teaching/p89-eckerdal-thune.pdf

Novice Java programmers' conceptions of "object" and "class", and variation theory

What is 'programming thinking'? In a study, first year students were interviewed on their understanding of what learning to program means. Many students talked about learning to program in terms of learning a special way to think, different from other subjects studied. Many of these students had problems in describing what this special way to think included. The analysis of the interviews revealed some features of this thinking, as expressed by the students. In this paper we discuss and analyse 'programming thinking' using phenomenography as our research approach [7]. Our results are coherent with Hazzan's research on the learning theory 'process-object duality' [4], but points to problems in learning of object-oriented programming not indicated in 'process-object duality'. In comparing the results form our own study with this learning theory, we discuss what this might mean in learning object-oriented programming.

What does it take to learn 'programming thinking'?

The present work has its focus on university-level engineering education students that do not intend to major in computer science but still have to take a mandatory programming course. Phenomenography and variation theory are applied to empirical data from a study of students’ conceptions of computer programming. A phenomenographic outcome space is presented, with five qualitatively different categories of description of students’ ways of seeing computer programming. Moreover, dimensions of variation related to these categories are identified. Based on this discussion it is suggested how to use patterns of variation in order to support students’ learning of computer programming. Finally, results from a pilot study demonstrate the successful application of two patterns of variation in a computer lab assignment.

Variation Theory Applied to Students' Conceptions of Computer Programming.

Portability and data structures in scientific computing : Object-oriented design of utility routines in Fortran

Two different strategies are discussed, for the partitioning of composite grids, in the context of parallel computers of MIMD type with distributed memory. The two strategies are compared theoretically, with respect to arithmetic load balance and communication overhead. Moreover, the ability to handle dynamically changing grids is considered. Composite, structured grids are the natural choice for finite difference methods on complicated geometries, which can not be covered by a single, structured grid. A composite grid is a union of (in general curvilinear) structured grids. So called multi-block grids, frequently used, e.g., in aerodynamical computations, constitute a special case. The discussion in the present paper is valid also if the blocks are unstructured, and for hybrids such as dragon grids. Composite grids are more complicated to partition than single grids. The present paper points out the difficulties in detail, giving some quantification of the overhead that may result from a naive implementa...

Michael Thuné

Papers

Novice Java programmers' conceptions of "object" and "class", and variation theory

What does it take to learn 'programming thinking'?

Variation Theory Applied to Students' Conceptions of Computer Programming.

Portability and data structures in scientific computing : Object-oriented design of utility routines in Fortran

Partitioning strategies for composite grids