ERIC ED593835: Strange, But True? Object-Oriented Programming Is Best Taught, And Learnt, While Sitting On The Floor - Info and Reading Options
By ERIC
"ERIC ED593835: Strange, But True? Object-Oriented Programming Is Best Taught, And Learnt, While Sitting On The Floor" and the language of the book is English.
“ERIC ED593835: Strange, But True? Object-Oriented Programming Is Best Taught, And Learnt, While Sitting On The Floor” Metadata:
- Title: ➤ ERIC ED593835: Strange, But True? Object-Oriented Programming Is Best Taught, And Learnt, While Sitting On The Floor
- Author: ERIC
- Language: English
Edition Identifiers:
- Internet Archive ID: ERIC_ED593835
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"ERIC ED593835: Strange, But True? Object-Oriented Programming Is Best Taught, And Learnt, While Sitting On The Floor" Description:
The Internet Archive:
There is a perception amongst some of those learning computer programming that the principles of object-oriented programming (where behaviour is often encapsulated across multiple class files) can be difficult to grasp, especially when taught through a traditional, didactic "talk-and-chalk" method or in a lecture-based environment. We propose a non-traditional teaching method, developed for a government-funded teaching training project delivered by Queen's University, we call it "bigCode." In this scenario, learners are provided with many printed, poster-sized fragments of code (in this case either Java or C#). The learners sit on the floor in groups and assemble these fragments into the many classes which make-up an object-oriented program. Early trials indicate that "bigCode" is an effective method for teaching object-orientation. The requirement to physically organise the code fragments imitates closely the thought processes of a good software developer when developing object-oriented code. Furthermore, in addition to teaching the principles involved in object-orientation, "bigCode" is also an extremely useful technique for teaching learners the organisation and structure of individual classes in Java or C# (as well as the organisation of procedural code). The mechanics of organising fragments of code into complete, correct computer programs give the users first-hand practice of this important skill, and as a result they subsequently find it much easier to develop well-structured code on a computer. Yet, open questions remain. Is "bigCode" successful only because we have unknowingly targeted predominantly kinesthetic learners? Is "bigCode" also an effective teaching approach for other forms of learners, such as visual learners? How scalable is "bigCode": in its current form can it be used with large class sizes, or outside the classroom?
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