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Thematische Bibliographien / Object-orientated programming (Computer science) / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Object-orientated programming (Computer science)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 13. Februar 2022

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1

Pugh, John R., Wilf R. LaLonde und David A. Thomas. „Introducing object-oriented programming into the computer science curriculum“. ACM SIGCSE Bulletin 19, Nr. 1 (Februar 1987): 98–102. http://dx.doi.org/10.1145/31726.31742.

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2

Bierbauer, John, Scott Knaster, Tomasz Pietrzykowski, John Pugh und Julie Zweigoron. „Object oriented programming in the computer science curriculum (panel session)“. ACM SIGCSE Bulletin 22, Nr. 1 (Februar 1990): 260. http://dx.doi.org/10.1145/319059.323425.

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3

Tylman, Wojciech. „Computer Science and Philosophy: Did Plato Foresee Object-Oriented Programming?“ Foundations of Science 23, Nr. 1 (11.11.2016): 159–72. http://dx.doi.org/10.1007/s10699-016-9506-7.

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4

Cohen, Jacques. „Concurrent object-oriented programming“. Communications of the ACM 36, Nr. 9 (September 1993): 35–36. http://dx.doi.org/10.1145/162685.214809.

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5

Agha, Gul. „Concurrent object-oriented programming“. Communications of the ACM 33, Nr. 9 (September 1990): 125–41. http://dx.doi.org/10.1145/83880.84528.

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6

Alagic, S. „Temporal Object-Oriented Programming“. Computer Journal 43, Nr. 6 (01.06.2000): 491–511. http://dx.doi.org/10.1093/comjnl/43.6.491.

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7

DONCHEV, Ivaylo, und Emilia TODOROVA. „Object-Oriented Programming in Bulgarian Universities' Informatics and Computer Science Curricula“. Informatics in Education 7, Nr. 2 (15.10.2008): 159–72. http://dx.doi.org/10.15388/infedu.2008.10.

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8

Meyer, Bertrand. „Systematic concurrent object-oriented programming“. Communications of the ACM 36, Nr. 9 (September 1993): 56–80. http://dx.doi.org/10.1145/162685.162705.

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9

Berges, Marc. „Object orientation in the literature and in education“. it - Information Technology 60, Nr. 2 (25.04.2018): 69–77. http://dx.doi.org/10.1515/itit-2017-0013.

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Abstract The efforts around the world – CS4All in the U.S. or Computing At School in Great Britain – show that computing literacy is seen as important. One important part of computer science education deals with learning programming. So, object orientation should be in focus. But what is object orientation? Several different definitions are presented, and a definition of object orientation by its fundamental concepts is introduced. Furthermore, several educational “paradigms” are discussed. Additionally, a choice of object-oriented programming languages is presented. After all that theoretical background, some exemplary implementations of object orientation in national (German) and international curricula are shown. All in all, the article provides a broad overview of the topic of object-oriented programming in computer science education.

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10

FELLEISEN, MATTHIAS, ROBERT BRUCE FINDLER, MATTHEW FLATT und SHRIRAM KRISHNAMURTHI. „The structure and interpretation of the computer science curriculum“. Journal of Functional Programming 14, Nr. 4 (07.06.2004): 365–78. http://dx.doi.org/10.1017/s0956796804005076.

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Twenty years ago Abelson and Sussman's Structure and Interpretation of Computer Programs radically changed the intellectual landscape of introductory computing courses. Instead of teaching some currently fashionable programming language, it employed Scheme and functional programming to teach important ideas. Introductory courses based on the book showed up around the world and made Scheme and functional programming popular. Unfortunately, these courses quickly disappeared again due to shortcomings of the book and the whimsies of Scheme. Worse, the experiment left people with a bad impression of Scheme and functional programming in general. In this pearl, we propose an alternative role for functional programming in the first-year curriculum. Specifically, we present a framework for discussing the first-year curriculum and, based on it, the design rationale for our book and course, dubbed How to Design Programs. The approach emphasizes the systematic design of programs. Experience shows that it works extremely well as a preparation for a course on object-oriented programming.

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11

Lieberherr, Karl J. „Object-oriented programming with class dictionaries“. Lisp and Symbolic Computation 1, Nr. 2 (September 1988): 185–212. http://dx.doi.org/10.1007/bf01806171.

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12

Brereton, RichardG. „Object-oriented programming for personal computers“. Chemometrics and Intelligent Laboratory Systems 19, Nr. 1 (Mai 1993): 127. http://dx.doi.org/10.1016/0169-7439(93)80089-z.

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13

Cook, Steve. „Languages and object-oriented programming“. Software Engineering Journal 1, Nr. 2 (1986): 73. http://dx.doi.org/10.1049/sej.1986.0013.

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14

Ward, Rodney L., und Wilfred V. Huang. „Simulation with Object Oriented Programming“. Computers & Industrial Engineering 23, Nr. 1-4 (November 1992): 219–22. http://dx.doi.org/10.1016/0360-8352(92)90103-q.

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15

Padget, J. „Concurrent Object-Oriented Programming in Lisp“. Computer Journal 34, Nr. 4 (01.04.1991): 311–19. http://dx.doi.org/10.1093/comjnl/34.4.311.

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16

Templeton, Gary F. „Object-oriented programming of integrated circuits“. Communications of the ACM 46, Nr. 3 (März 2003): 105–8. http://dx.doi.org/10.1145/636772.636802.

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17

Horn, F. „On Programming and Supporting Multimedia Object Synchronization“. Computer Journal 36, Nr. 1 (01.01.1993): 4–18. http://dx.doi.org/10.1093/comjnl/36.1.4.

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18

Cahill, V. „Object Models for Distributed or Persistent Programming“. Computer Journal 40, Nr. 8 (01.08.1997): 513–27. http://dx.doi.org/10.1093/comjnl/40.8.513.

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19

Xing, Cong-cong, und Boumediene Belkhouche. „On pseudo object-oriented programming considered harmful“. Communications of the ACM 46, Nr. 10 (01.10.2003): 115. http://dx.doi.org/10.1145/944217.944246.

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20

Young, Mark, Danielle Argiro und Jeremy Worley. „An object oriented visual programming language toolkit“. ACM SIGGRAPH Computer Graphics 29, Nr. 2 (Mai 1995): 25–28. http://dx.doi.org/10.1145/204362.204368.

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21

Pierik, Cees, und Frank S. de Boer. „A proof outline logic for object-oriented programming“. Theoretical Computer Science 343, Nr. 3 (Oktober 2005): 413–42. http://dx.doi.org/10.1016/j.tcs.2005.06.018.

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22

Logozzo, Francesco, und Agostino Cortesi. „Abstract Interpretation and Object-oriented Programming: Quo Vadis?“ Electronic Notes in Theoretical Computer Science 131 (Mai 2005): 75–84. http://dx.doi.org/10.1016/j.entcs.2005.01.024.

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23

Licea, Guillermo, Reyes Juárez-Ramírez, Carelia Gaxiola, Leocundo Aguilar und Luis G. Martínez. „Teaching object-oriented programming with AEIOU“. Computer Applications in Engineering Education 22, Nr. 2 (17.06.2011): 309–19. http://dx.doi.org/10.1002/cae.20556.

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24

Michaelson, G. „Research directions in object-oriented programming“. Information and Software Technology 31, Nr. 8 (Oktober 1989): 453. http://dx.doi.org/10.1016/0950-5849(89)90127-4.

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25

AL- Hamdani, W. A. K. „WITH THE AGE OF OBJECT ORIENTED PROGRAMMING (OOP). HAVE WE PASSED MCCARTHY'S THEORY?“ Iraqi Journal for Computers and Informatics 27, Nr. 1 (30.06.1996): 3–7. http://dx.doi.org/10.25195/ijci.v27i1.221.

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There are some recent arguments in the community of computer enlightenment respecting the Object Oriented Programing (COP). This discussions focucs on one of the major questions that is "are we starting the duration of theory of computer science? How In this short paper we try to answer the most significant question of With the use of OOP, arc we passed Mccartry's theory ?are we starting new theory of computer science ? " We will first look at McCarthy theory, the principles of OOP. then finally we will attempt to answer the question and show our claims.

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26

Pavlenko, Maksym, und Tetiana Varava. „Information tools for teaching the basics of programming in high school“. Ukrainian Journal of Educational Studies and Information Technology 5, Nr. 3 (30.09.2017): 58–72. http://dx.doi.org/10.32919/uesit.2017.03.06.

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The article focuses on the problem of finding methodological approaches to the use of information programming tools in the course of computer science high school. The definition of information tools for teaching as electronic means of storage, processing and transfer of educational information through computers is set out. The authors, based on the analysis of four existing training programs in computer science 5-9 classes, identified the topics for studying students of the middle classes of programming: "Algorithms and Programs", "Algorithms and their Implementers", "Algorithmization and Programming", "Fundamentals of algorithmization and programming". It is revealed that the computer science curriculum for grades 8-9 for general education institutions with in-depth study of individual subjects does not include any programming topics. The analysis of methodological recommendations on informatics teaching in 2016-2018 academic years allowed to determine the competency tasks that students should learn to solve when they study computer science in high school, for example, to develop and run a linear geometric figure drawing algorithm, to recreate the motion of a computer ' object on the plane, including the interception of obstacles, create a simple computer game using variables, analyze the results of the implementation of programs for processing values of numeric type, create a software project and more. The authors analyze the possibilities of such information learning tools as online gaming platforms, Internet resources, online programming learning environments, graphical programming environments, interactive learning environments, and application development environments. The methodical approaches to the use of informational learning tools in the course of computer science high school: the implementation of online online exercises to learn theoretical concepts, solving problems from the basics of algorithmization and programming in the online environment, teaching the stages of creating a program project through the study of online courses, the implementation of tasks for training programming in the online learning environment; learning in action with a graphical programming environment for robots; development of a software project in the programming environment.

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27

Mackie, R. I. „Object Oriented Programming and Numerical Methods“. Computer-Aided Civil and Infrastructure Engineering 6, Nr. 2 (06.11.2008): 123–28. http://dx.doi.org/10.1111/j.1467-8667.1991.tb00182.x.

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28

Caromel, Denis. „Toward a method of object-oriented concurrent programming“. Communications of the ACM 36, Nr. 9 (September 1993): 90–102. http://dx.doi.org/10.1145/162685.162711.

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29

Odersky, Martin, und Tiark Rompf. „Unifying functional and object-oriented programming with Scala“. Communications of the ACM 57, Nr. 4 (April 2014): 76–86. http://dx.doi.org/10.1145/2591013.

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30

Guerraoui, Rachid, und Mohamed E. Fayad. „Thinking objectively: object-oriented abstractions for distributed programming“. Communications of the ACM 42, Nr. 8 (August 1999): 125–27. http://dx.doi.org/10.1145/310930.310987.

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31

Baclawski, Kenneth, und Bipin Indurkhya. „The notion of inheritance in object-oriented programming“. Communications of the ACM 37, Nr. 9 (September 1994): 118–19. http://dx.doi.org/10.1145/182987.184080.

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32

Buzzard und Mudge. „Object-Based Computing and the Ada Programming Language“. Computer 18, Nr. 3 (März 1985): 11–19. http://dx.doi.org/10.1109/mc.1985.1662826.

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33

Lieberherr, Karl J., Ignacio Silva-Lepe und Cun Xiao. „Adaptive object-oriented programming using graph-based customization“. Communications of the ACM 37, Nr. 5 (Mai 1994): 94–101. http://dx.doi.org/10.1145/175290.175303.

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34

Jacky, Jonathan P., und Ira J. Kalet. „An object-oriented programming discipline for standard Pascal“. Communications of the ACM 30, Nr. 9 (September 1987): 772–76. http://dx.doi.org/10.1145/30401.30403.

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35

PHILIPPI, STEPHAN. „Visual Programming of Concurrent Object-Oriented Systems“. Journal of Visual Languages & Computing 12, Nr. 2 (April 2001): 127–43. http://dx.doi.org/10.1006/jvlc.2000.0192.

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36

Ferreira, Ana Paula Lüdtke, und Leila Ribeiro. „A Graph-based Semantics For Object-oriented Programming Constructs“. Electronic Notes in Theoretical Computer Science 122 (März 2005): 89–104. http://dx.doi.org/10.1016/j.entcs.2004.06.053.

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37

Zainal Abidin, Zulhafiza, und Muhammad Asyraf Abdullah Zawawi. „OOP-AR: Learn Object Oriented Programming Using Augmented Reality“. International Journal of Multimedia and Recent Innovation 2, Nr. 1 (22.03.2020): 60–75. http://dx.doi.org/10.36079/lamintang.ijmari-0201.83.

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Object-Oriented Programming (OOP) is one of the challenging concept in computer science education especially for novice programmers. To help students understand this concept, this research try to blend OOP with Augmented Reality (AR). The reason because AR can give fun aspect to the learner, which can also help learner to focus longer without distraction. For this research purpose, the target audience is 20 university students with different ability in programming and augmented reality experience. The overall results of this research show that OOP-AR received positive feedback from users. It also proved that OOP-AR is a necessary product for students who need to improvise their knowledge in OOP and its concepts and gain interest in using AR application

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38

Lee, H. H., und J. S. Arora. „Object-oriented programming for engineering applications“. Engineering with Computers 7, Nr. 4 (September 1991): 225–35. http://dx.doi.org/10.1007/bf01206364.

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39

Baduel, Laurent, Françoise Baude und Denis Caromel. „Asynchronous Typed Object Groups for Grid Programming“. International Journal of Parallel Programming 35, Nr. 6 (21.05.2007): 573–614. http://dx.doi.org/10.1007/s10766-007-0044-3.

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40

Fay, D. „Good read on Rekursiv object-oriented programming“. Information and Software Technology 31, Nr. 6 (Juli 1989): 339–40. http://dx.doi.org/10.1016/0950-5849(89)90138-9.

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41

Ткачук, Вікторія, Вадим Щокін und Віталій Тронь. „The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy“. Педагогіка вищої та середньої школи 51 (13.12.2018): 136–46. http://dx.doi.org/10.31812/pedag.v51i0.3663.

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Tkachuk V.V., Shchokin V.P. and Tron V.V. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobileICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.

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42

DERIS, SAFAAI, SIGERU OMATU, HIROSHI OHTA und PATHIAH ABD SAMAT. „Object-oriented constraint logic programming for timetable planning“. International Journal of Systems Science 28, Nr. 10 (Juli 1997): 987–99. http://dx.doi.org/10.1080/00207729708929462.

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43

Madan, Alok. „Object-Oriented Paradigm in Programming for Computer-Aided Analysis of Structures“. Journal of Computing in Civil Engineering 18, Nr. 3 (Juli 2004): 226–36. http://dx.doi.org/10.1061/(asce)0887-3801(2004)18:3(226).

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44

Lieberherr, Karl J., und Cun Xiao. „Customizing adaptive software to object-oriented software using grammars“. International Journal of Foundations of Computer Science 05, Nr. 02 (Juni 1994): 179–208. http://dx.doi.org/10.1142/s0129054194000104.

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Although numerous researchers have pointed out that object-oriented software is easier to extend than software that is not written in an object-oriented style, object-oriented software is still rigid to adapt and maintain. This paper builds on an extension of object-oriented programming which is called adaptive programming. Adaptive programming allows the programmer to write more extensible software called adaptive software without committing to a specific input language. After writing an adaptive program, the programmer selects a specific input language and partially evaluates the program into an executable program. This paper formally studies class dictionaries and informally describes how adaptive programs are partially evaluated by freezing class dictionaries. A class dictionary is mapped into classes of an object-oriented programming language, for example, C++, CLOS etc. A class dictionary defines both a set of objects and a set of sentences (a language). We derive a set of restrictions on class dictionaries which permit a simple printing algorithm and its inverse, a parsing algorithm, to be bijection functions between objects and sentences of the same class. We review propagation patterns for describing adaptive object-oriented software at a higher level of abstraction than the one used by today’s object-oriented programming languages. A propagation pattern is an adaptive program which defines a family of programs. From the family, we can select a member by choosing a class dictionary. The theory presented in this paper has been successfully implemented and used in the Demeter Tools/C++. The system consists of a set of tools that facilitate software evolution.

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45

Eugster, Patrick Th, und Sebastien Baehni. „Object-oriented programming in peer-to-peer systems“. Concurrency and Computation: Practice and Experience 17, Nr. 7-8 (2005): 1053–78. http://dx.doi.org/10.1002/cpe.842.

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46

Alfonseca, Manuel. „Frames, semantic networks, and object-oriented programming in APL2“. IBM Journal of Research and Development 33, Nr. 5 (September 1989): 502–10. http://dx.doi.org/10.1147/rd.335.0502.

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47

Yau, Stephen S., und Jacob V. Gore. „Constraint-driven programming in strongly-typed object-oriented languages“. Computer Languages 18, Nr. 3 (Januar 1993): 169–83. http://dx.doi.org/10.1016/0096-0551(93)90023-t.

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48

Lago, Joaquı́n Mateos, und Mario Rodrı́guez Artalejo. „A declarative framework for object-oriented programming with genetic inheritance“. Theoretical Computer Science 269, Nr. 1-2 (Oktober 2001): 363–417. http://dx.doi.org/10.1016/s0304-3975(01)00013-5.

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49

AbdelGawad, Moez A. „A Domain-Theoretic Model Of Nominally-Typed Object-Oriented Programming“. Electronic Notes in Theoretical Computer Science 301 (Februar 2014): 3–19. http://dx.doi.org/10.1016/j.entcs.2014.01.002.

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50

Nascimento, C., und J. Dollimore. „A model for co-operative object-oriented programming“. Software Engineering Journal 8, Nr. 1 (1993): 41. http://dx.doi.org/10.1049/sej.1993.0007.

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