From Procedures to Objects: A Research Agenda for the Psychology of Object-Oriented Programming Education
Abstract
Programming education has experienced a shift from imperative and procedural
programming to object-orientation. This shift has been motivated by educators’ desire to
please the information technology industry and potential students; it is not motivated by
research either in psychology of programming or in computer science education. There are
practically no results that would indicate that such a shift is desirable, needed in the first
place, or even effective for learning programming. Moreover, there has been an implicit
assumption that classic results on imperative and procedural programming education and
learning apply to object-oriented programming (OOP) as well. We argue that this is not the
case and call for systematic research into the fundamental cognitive and educational issues
in learning and teaching OOP. We also present a research agenda intended to improve the
understanding of OOP and OOP education.
Main Authors
Format
Articles
Journal article
Published
2008
Series
Subjects
Publisher
University of Jyväskylä, Agora Center
Original source
http://www.humantechnology.jyu.fi
The permanent address of the publication
https://urn.fi/URN:NBNfi:jyu-200804151354Use this for linking
ISSN
1795-6889
Language
English
Published in
Human Technology: An Interdisciplinary Journal on Humans in ICT Environments
Citation
- Sajaniemi, J. & Kuittinen, M. (2008). From Procedures to Objects: A Research Agenda for the Psychology of Object-Oriented Programming Education. Human Technology, Volume 4 (1), pp. 75-91. URN:NBNfi:jyu-200804151354. Retrieved from http://www.humantechnology.jyu.fi
Copyright© 2008 Jorma Sajaniemi and Marja Kuittinen, and the Agora Center, University of Jyväskylä