Bibliografías temáticas / Object-oriented programming (Computer science)

Literatura académica sobre el tema "Object-oriented programming (Computer science)"

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Publicado: 4 de junio de 2021
Última modificación: 5 de marzo de 2023

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Artículos de revistas sobre el tema "Object-oriented programming (Computer science)"

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Cohen, Jacques. "Concurrent object-oriented programming". Communications of the ACM 36, n.º 9 (septiembre de 1993): 35–36. http://dx.doi.org/10.1145/162685.214809.

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Agha, Gul. "Concurrent object-oriented programming". Communications of the ACM 33, n.º 9 (septiembre de 1990): 125–41. http://dx.doi.org/10.1145/83880.84528.

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Alagic, S. "Temporal Object-Oriented Programming". Computer Journal 43, n.º 6 (1 de junio de 2000): 491–511. http://dx.doi.org/10.1093/comjnl/43.6.491.

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Bekezhanova, A. A., E. Y. Bidaybekov y L. L. Bosova. "DETERMINING THE CONTENT OF TEACHING FUTURE COMPUTER SCIENCE TEACHERS OBJECT-ORIENTED PROGRAMMING USING INFOGRAPHICS". Bulletin Series of Physics & Mathematical Sciences 75, n.º 3 (15 de septiembre de 2021): 182–88. http://dx.doi.org/10.51889/2021-3.1728-7901.22.

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The article considers the issue of teaching object-oriented programming courses for future teachers of computer science and the content of the course. The authors substantiate the role and importance of teaching object-oriented programming in the training of future teachers of computer science. The main idea of ​​this work is the use of infographics in the teaching of object-oriented programming. As a result of the analysis of foreign experience, literary sources, the authors identified the main problems of teaching object-oriented programming, as well as considered the work of various scientists who offer different methods and techniques of teaching OOP.
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Pugh, John R., Wilf R. LaLonde y David A. Thomas. "Introducing object-oriented programming into the computer science curriculum". ACM SIGCSE Bulletin 19, n.º 1 (febrero de 1987): 98–102. http://dx.doi.org/10.1145/31726.31742.

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Meyer, Bertrand. "Systematic concurrent object-oriented programming". Communications of the ACM 36, n.º 9 (septiembre de 1993): 56–80. http://dx.doi.org/10.1145/162685.162705.

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Bierbauer, John, Scott Knaster, Tomasz Pietrzykowski, John Pugh y Julie Zweigoron. "Object oriented programming in the computer science curriculum (panel session)". ACM SIGCSE Bulletin 22, n.º 1 (febrero de 1990): 260. http://dx.doi.org/10.1145/319059.323425.

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Tylman, Wojciech. "Computer Science and Philosophy: Did Plato Foresee Object-Oriented Programming?" Foundations of Science 23, n.º 1 (11 de noviembre de 2016): 159–72. http://dx.doi.org/10.1007/s10699-016-9506-7.

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

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Ward, Rodney L. y Wilfred V. Huang. "Simulation with Object Oriented Programming". Computers & Industrial Engineering 23, n.º 1-4 (noviembre de 1992): 219–22. http://dx.doi.org/10.1016/0360-8352(92)90103-q.

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Tesis sobre el tema "Object-oriented programming (Computer science)"

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Li, Haitao. "Data abstraction mechanisms in object-oriented programming". Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69723.

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Existing OO modeling methodologies prescribe notations, processes, and guidelines that, if followed, ensure that analysis-level OO model reflect application semantics. As we move into design, implementation-level considerations may distort analysis-level models, and the transition is seamless no more. In this thesis, we describe data definition facilities in SoftClass--an experimental CASE tool for software reuse--that aim at maintaining the integrity of application data models throughout the development lifecycle, while maximizing opportunities for code reuse. In SoftClass, analysis-level data models describe application-semantics and are organized in an inheritance hierarchy based on shared application-semantics. At the design-level, we maintain two kinds of data models: (1) generic data structures, used as implementation templates for analysis-level models, and organized along "implementation inheritance" hierarchies, and (2) realizations of analysis-level application models, which consist of mapping an analysis-level model to a generic data structure. Design-level representations of application objects may be seen as belonging to two independent hierarchies, and we show how each hierarchy offers some opportunities for reuse. We shoe how data abstraction supports a high-level program design language that is both easy-to-use and that supports some design validation. We conclude by outlining directions for further research.
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李詠康 y Wing-hong Lee. "D: a distributed object oriented programming language". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31211616.

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Lee, Wing-hong. "D : a distributed object oriented programming language /". [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13645341.

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Anderson, Randi Lynne. "Object-oriented programming an in-depth study /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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Roy, Brian K. "Understanding object-oriented methodology". Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-03172010-020122/.

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Kulkarni, Ajay B. "Object oriented programming for reinforced concrete design". Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07292009-090332/.

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Breu, Ruth. "Algebraic specification techniques in object oriented programming environments /". Berlin [u.a.] : Springer, 1991. http://www.loc.gov/catdir/enhancements/fy0815/91041553-d.html.

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Haaland, Kevin Glenn Carleton University Dissertation Computer Science. "Towards metrics for object oriented languages". Ottawa, 1992.

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Smaragdakis, Ioannis. "Implementing large-scale object-oriented components /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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VanHilst, Michael. "Role oriented programming for software evolution /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/6966.

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Libros sobre el tema "Object-oriented programming (Computer science)"

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Coad, Peter. Object-oriented programming. Englewood Cliffs, N.J: Yourdon Press, 1993.

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Hu, David. Object-oriented programming. Portland, Or: Management Information Source, Inc., 1989.

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Coad, Peter. Object-oriented programming. Englewood Cliffs, N.J: Yourdon Press, 1993.

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Alagić, Suad. Object-Oriented Database Programming. New York, NY: Springer New York, 1989.

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Gérald, Masini y Hoggan P, eds. Object-oriented languages. New York: Academic Press, 1991.

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Clark, Dan. Beginning C# Object-Oriented Programming. Berkeley, CA: Apress, 2013.

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Tyrrell, A. J. Eiffel object-oriented programming. Basingstoke: Macmillan, 1995.

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J, Mitchell R. C++ object-oriented programming. Houndmills, Basingstoke, Hampshire: Macmillan Press, 1993.

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Laffra, Chris. Object-Oriented Programming for Graphics. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995.

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Winblad, Ann L. Object-oriented software. Reading, Mass: Addison-Wesley, 1990.

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Capítulos de libros sobre el tema "Object-oriented programming (Computer science)"

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Fellner, Dieter W. "Object-oriented programming". En New Results and New Trends in Computer Science, 132–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/bfb0038187.

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White, Tony, Jinfei Fan y Franz Oppacher. "Basic Object Oriented Genetic Programming". En Lecture Notes in Computer Science, 59–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21822-4_7.

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Dathan, Brahma y Sarnath Ramnath. "Basics of Object-Oriented Programming". En Undergraduate Topics in Computer Science, 13–48. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24280-4_2.

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Torra, Vicenç. "Object-Oriented Programming in Scala". En Lecture Notes in Computer Science, 51–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46481-7_4.

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Sage, Kingsley. "Getting into Object Oriented Programming". En Undergraduate Topics in Computer Science, 37–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13304-7_3.

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Ramnath, Sarnath y Brahma Dathan. "Basics of Object-Oriented Programming". En Undergraduate Topics in Computer Science, 12–51. London: Springer London, 2011. http://dx.doi.org/10.1007/978-1-84996-522-4_2.

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MacDonald, Steve, Jonathan Schaeffer y Duane Szafron. "Pattern-based object-oriented parallel programming". En Lecture Notes in Computer Science, 267–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/3-540-63827-x_70.

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Parkinson, Matthew y Gavin Bierman. "Separation Logic for Object-Oriented Programming". En Lecture Notes in Computer Science, 366–406. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36946-9_13.

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Sargeant, John. "Uniting functional and object-oriented programming". En Lecture Notes in Computer Science, 1–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-57342-9_63.

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Fisher, Kathleen y John C. Mitchell. "Notes on typed object-oriented programming". En Lecture Notes in Computer Science, 844–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-57887-0_128.

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Actas de conferencias sobre el tema "Object-oriented programming (Computer science)"

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Pugh, John R., Wilf R. LaLonde y David A. Thomas. "Introducing object-oriented programming into the computer science curriculum". En the eighteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/31820.31742.

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Bierbauer, John, Scott Knaster, Tomasz Pietrzykowski y John Pugh. "Object oriented programming in the computer science curriculum (panel session)". En the twenty-first SIGCSE technical symposium, Chair Julie Zweigoron. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/323410.323425.

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Yoke Seng Wong, Maizatul Hayati Mohamad Yatim y Wee Hoe Tan. "Use computer game to learn Object-Oriented programming in computer science courses". En 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826059.

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Vegh, Ladislav y Veronika Stoffova. "LEARNING OBJECT-ORIENTED PROGRAMMING BY CREATING GAMES". En eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-002.

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Computer programming is one of the most important subjects for undergraduate computer science students, it is usually taught at universities during the first few semesters. There are many approaches to teach and learn computer programming. Some may prefer teaching/learning procedural programming first, others object-oriented programming first. In any case, to acquire good programming skills, students need to learn various data types, data structures, control structures, and the syntax of the chosen programming language. Furthermore, and most importantly, they need to acquire good logical and algorithmic thinking. This might cause big problems for new computer science students because acquiring such a thinking takes many years of practice. Students need to solve a huge number of various programming problems from easier to harder ones. But how can teachers motivate students to solve so many and so complex programming tasks? Because most of the undergraduate computer science students like playing computer games, we think creating their own games might be a big motivating factor. In this paper, first, we briefly summarize some possible approaches to teach object-oriented programming (OOP). Next, we describe our method of teaching computer programing at J. Selye University, focusing especially on teaching OOP by developing simple games. We think, to learn OOP, students need to have some basic knowledge of structural programming first. That's why they learn standard C programming language during the first two semesters, and they start learning OOP using the C# programming language only from the third semester. The main part of this article deals with the teaching and learning OOP by creating computer games. By developing a simple tic-tac-toe game, students learn how to instantiate objects from the "Button" class, and how to use these objects. Later, by creating other puzzle games (fifteen puzzle, matching game, minesweeper), students learn how to create own classes by deriving them from the "Button" class, how to add fields and methods into them. Finally, students will be able to create more complicated games using OOP techniques.
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Mehic, Nedzad y Yasmeen Hasan. "Challenges in Teaching Java Technology". En 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2386.

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Object-Oriented Programming-OOP is now replacing procedural programming in almost all applications. Software developers prefer using it because of its many advantages. Therefore colleges should be prepared to make changes to their current curriculums to be able to start teaching programming by using an object-oriented language. This paper describes the usage of Java, an object-oriented language, as a first language taught to computer science students. It goes through the reasons why the language fails when used to introduce students to computer programming. As a case study, the paper describes the current situation at the compute science department at the University of Bahrain and outlines the advantages and disadvantages of changing the curriculum in order to include Java as the first language.
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Brinda, Torsten, Matthias Kramer, Peter Hubwieser y Alexander Ruf. "Towards a Competency Model for Object-Oriented Programming". En ITICSE '15: Innovation and Technology in Computer Science Education Conference 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2729094.2754848.

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Mellado-Silva, Rafael, Claudio Cubillos Figueroa y Alfonso Gaete Rodriguez. "Learning object-oriented programming using adaptive educational software". En 2021 40th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2021. http://dx.doi.org/10.1109/sccc54552.2021.9650380.

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Диденко, Дмитрий Алексеевич. "THE OBJECT-ORIENTED VISUAL PROGRAMMING SYSTEM «LAZARUS ONLINE»". En Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Ноябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko188.2020.24.85.005.

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В статье рассматривается методика обучения программированию на уроках информатики в 9-м классе с помощью системы Lazarus и тренажера "Лазарус онлайн", разработанного автором статьи. The article discusses the method of teaching programming in computer science lessons in the 9th grade using the Lazarus system and the "Lazarus online" simulator, that was developed by the author of the article.
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Kortsarts, Yana. "Session details: Tools and techniques for teaching object-oriented programming". En SIGCSE07: The 38th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2007. http://dx.doi.org/10.1145/3255306.

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Bourgeois, Michelle, Claudio Cubillos, Rafael Mellado, Silvana Roncagliolo y Felipe Sentis. "Ashy.alRescate(): A videogame for developing basic object oriented programming skills". En 2018 37th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2018. http://dx.doi.org/10.1109/sccc.2018.8705257.

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Informes sobre el tema "Object-oriented programming (Computer science)"

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Tkachuk, Viktoriia V., Vadym P. Shchokin y Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], noviembre de 2018. http://dx.doi.org/10.31812/123456789/2668.

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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 mobile ICT 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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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko y Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3270.

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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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Hlushak, Oksana M., Volodymyr V. Proshkin y Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3268.

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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko y Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Sriram, D., R. D. Logcher y N. Groleau. An Object Oriented Programming Environment for Communication, Coordination and Control in Computer Integrated Design and Construction. Phase 1. Fort Belvoir, VA: Defense Technical Information Center, diciembre de 1987. http://dx.doi.org/10.21236/ada209242.

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Oleksiuk, Vasyl P. y Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Striuk, Andrii M. y Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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