Strange, but True? Object-Oriented Programming Is Best Taught, and Learnt, While Sitting on the Floor

Autor/inn/en	Anderson, Neil; McGowan, Aidan; Hanna, Philip; Busch, John
Titel	Strange, but True? Object-Oriented Programming Is Best Taught, and Learnt, While Sitting on the Floor
Quelle	(2015), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Programming; Concept Formation; Teaching Methods; Creative Teaching; Printed Materials; Computer Software; Coding; Laboratories; Conventional Instruction; Kinesthetic Perception; Visual Stimuli; Higher Education; Foreign Countries; United Kingdom (Belfast) + Suchen Sie Ihr Suchwort? Programmierung; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Codierung; Laboratory; Laboratorium; Kinaesthetic perception; Ästhetische Wahrnehmung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	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? (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01