Solving introductory computer programming problems using an object-oriented language: Insights from an empirical study
Irene Govender · African Journal of Research in Mathematics Science and Technology Education · 2008
This study involved tertiary students (pre and in-service teachers) who were learning, and learning to teach object-oriented programming. In most cases, the pre-service teachers were learning to program for the first time, while the in-service teachers had previously programmed using a procedural programming language. The paper presents the results of an investigation into the various ways in which pre- and in-service teachers solve problems in programming when using an object-oriented language. Phenomenography was used to identify categories of description of solving problems. From these categories, two approaches to solving problems emerged. The paper demonstrates that some of the ways to solve problems are better than others, and these better ways should be encouraged. Some implications for teaching are discussed.