Refine your search
Collections
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Seeri, S. V.
- Teaching C++ Using Real Life Analogies
Abstract Views :207 |
PDF Views:0
Authors
Affiliations
1 MCA Department, KLE Technological University, Hubbali, IN
1 MCA Department, KLE Technological University, Hubbali, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss Dec (2016), Pagination:Abstract
Over the years Object oriented programming (OOP) has gained the dominance in both the software industryand education. There are a number of OOP versions released by Software companies and the same are adopted by the educational institutions at various levels in their curricula. The main reason for this inclination is driven by the fact that OOP solves any problem by imitating the mental model of humans. It is usually a challenge for teachers to imbibe OOP concepts in novice programmers. Teaching fundamentals of OOP at an introductory level is challenging. This paper presents a pedagogical approach used for teaching/learning process of Object Oriented Programming in C++ course offered at MCA II semester. The approach uses real life analogies to effectively enhance the learning of OOP concepts among students. Students might program in an OOP language but fail to program in an object-oriented style. This is because students are unsuccessful to model given problem in terms of objects. To ease this, single real life example is used to help students acquire these OOP concepts. The use of a single example from start to finish facilitated deepening of teaching. It mainly helped to join with ease the new concepts and mechanisms, such as class combination, inheritance and polymorphism. Eventually the example expanded into a kind of system. The proposed methodology comprised of five stages in which students are introduced to classes and objects, constructors and destructors, abstraction and encapsulation, inheritance and polymorphism concepts. This approach demonstrated effectiveness in motivating students to incorporate OOP concepts for developing simple real world applications. It has also improved the quality of teaching C++ programming course. An evaluation of the problems experienced in teaching OOP is presented and some possible approaches for improving the quality and success of such courses are discussed.Keywords
Object Oriented Programming, Object-Oriented Technologies, Real Life Analogies, Class.
References
- Kolling, M. "The Problem of Teaching Object-Oriente d Programming, Part 1: Languages," Journal of Object-Oriented Programming, 11(8): 8-15, 1999.
- Xiao-dong Zhu: Teaching Adaptability of Objectoriented Programming Language Curriculum International Education Studies; Vol. 5, No. 4; 2012 ISSN 1913-9020 EISSN 1913-9039 Published by Canadian Center of Science and Education..
- Biju, S. Mathew. 2013, 'Difficulties in understanding object oriented programming concepts', in K. Elleithy& T. Sobh (eds), Innovations and Advances in Computer, Information, Systems Sciences, and Engineering, Springers, Netherlands, pp. 319-326.
- http://www.celt.iastate.edu/teaching/teachingformat/14-creative-ways-to-engage-students.
- Object Oriented Programming Using Real Life Paradigm with Open Source Technology
Abstract Views :150 |
PDF Views:0
Authors
Affiliations
1 Master of Computer Applications, KLE TECH, Vidyanagar, Hubli-31, IN
1 Master of Computer Applications, KLE TECH, Vidyanagar, Hubli-31, IN
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss (2017), Pagination:Abstract
Over the years Object oriented programming (OOP) has gained the dominance in both the software industry and education. Advance pedagogy is the way to enhance teaching and learning performance. Different innovative teaching methods are now in use across the globe. There are a number of OOP versions released by Software companies and the same are adopted by the educational institutions at various levels in their curricula. The main reason for this inclination is driven by the fact that OOP solves any problem by imitating the mental model of humans. It is usually a challenge for teachers to imbibe OOP concepts in novice programmers. Teaching fundamentals of OOP at an introductory level is challenging. This paper presents a pedagogical approach used for teaching/learning process of Object Oriented Programming in C++ course offered at MCA. The course focuses on development of OOP skills and concepts among students. The approach uses real life analogies to effectively enhance the learning of OOP concepts among students. Students might program in an OOP language but fail to program in an object-oriented style. This is because students are unsuccessful to model given problem in terms of objects. To ease this, single real life example around class as a core is used to help students acquire these OOP concepts. It mainly helped to join with ease the new concepts and mechanisms, such as class combination, inheritance and polymorphism. Eventually the example expanded into a kind of system. The proposed methodology comprised of five stages in which students are introduced to classes and objects, constructors and destructors, abstraction and encapsulation, inheritance and polymorphism concepts. This approach demonstrated effectiveness in motivating students to incorporate OOP concepts for developing simple real world applications. It has also improved the quality of teaching object oriented programming course. An evaluation of the problems experienced in teaching OOP is presented and some possible approaches for improving the quality and success of such courses are discussed.Keywords
Object Oriented Programming, Object-Oriented Technologies, Real Life Analogies, Class.References
- Kölling, M. "The Problem of Teaching Object-Oriented Programming, Part 1: Languages," Journal of Object Oriented Programming, 11(8): 8-15, 2011.
- Biju, S. Mathew. 2013, 'Difficulties in understanding object oriented programming concepts', in K. Elleithy & T. Sobh (eds), Innovations and Advances in Computer, Information, Systems Sciences, and Engineering, Springers, Netherlands, pp. 319-326.
- Weybrew, Benjamin.B. The ABC’s of Stress: A Submarine Psychologist’s Perspective, Praeger Publishers, 2012.
- Lindstrom R. The Business Week Guide to Multimedia Presentations: Create Dynamic Presentations That Inspire New York: McGraw-Hill. 2004; 6(01): 23-25
- S. B. King, “Graduate student perceptions of the use of online course tools to support engagement,” International Journal for the Scholarship of Teaching and Learning, vol. 8, no. 1, pp. 130-132, 2014.
- R. Darda, Handbook on Advanced Pedagogy, Monarch University Publications, 2014, ch. 2, pp. 45-46
- E. Gunn, “Using clickers to collect formative feedback on teaching: a tool for faculty development,” International Journal for the Scholarship of Teaching and Learning, vol. 8, no. 1, article 11, 2014.
- Brush, T., & Saye, J. (2008). The effects of multimedia supported problem-based inquiry on student engagement, empathy and assumptions about history. The Interdisciplinary Journal of Problem-based Learning.
- Mioduser, D., & Betzer, N. (2003). The contribution of Project-based learning to high-achievers’ acquisition of technological knowledge and skills. International Journal of Technology and Design Education
- Ravitz, J. & Mergendoller, J. (2005). Evaluating implementation and impacts of problem-based economics in U.S. high schools. Paper presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada. April, 2005.
- Weng-yi Cheng, R., Shui-fong, L., & Chung-yan Chan, J. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology.
- Klemmer, S.R., Ju, W., & Verplank, B. (2005). Teaching embodied interaction design practice. Proc. ACM Conf. Designing for User Experience, DUX ’05.