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Articoli di riviste sul tema "Object-oriented programming (Computer science)"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 agosto 2024

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1

Bekezhanova, A. A., E. Y. Bidaybekov e 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. 3 (15 settembre 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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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

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

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12

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

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13

Saidova, Dilfuza Ergashovna. "Analysis of the Problems of the Teaching Object-Oriented Programming to Students". International Journal of Social Science Research and Review 5, n. 6 (11 giugno 2022): 229–34. http://dx.doi.org/10.47814/ijssrr.v5i6.418.

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In modern programming, the object-oriented approach is one of the most popular. Object-oriented programming has already become an integral part of university curricula. Today, the university faces a new urgent task - to prepare the future teacher of computer science for teaching this topic, to equip him with sufficient subject and methodological tools. This article provides an analysis of the problems of teaching object-oriented programming to students.

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14

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

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15

Padget, J. "Concurrent Object-Oriented Programming in Lisp". Computer Journal 34, n. 4 (1 aprile 1991): 311–19. http://dx.doi.org/10.1093/comjnl/34.4.311.

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16

Batiha, Qais Ali, Nazatul Aini Abd Majid, Noraidah Sahari e Noorazean Mohd Ali. "Analysis of the learning object-oriented programming factors". International Journal of Electrical and Computer Engineering (IJECE) 13, n. 5 (1 ottobre 2023): 5599. http://dx.doi.org/10.11591/ijece.v13i5.pp5599-5606.

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<span lang="EN-US">Students often feel overwhelmed by object-oriented programming courses. They find it difficult and complex to learn, requiring a high cognitive load to use the concepts in coding. These issues lead to demotivation in learning programming. This research aims to identify and verify factors that contribute to learning object-oriented programming from two perspectives: interviews and surveys. A literature review was conducted to identify these factors, followed by interviews with five experts who have been teaching object-oriented programming for over ten years to confirm them. Based on the interview results, a questionnaire was developed and administered to 31 bachelor students and 19 lecturers with master’s or doctorate degrees in computer science. The responses indicated that the identified factors were acceptable, with scores ranging from 3.74 to 4.65. The outcomes of this study are a set of factors that should be considered in a programming environment to improve the teaching and learning of object-oriented programming and make it more accessible and engaging for students.</span>

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17

Berges, Marc. "Object orientation in the literature and in education". it - Information Technology 60, n. 2 (25 aprile 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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18

DONCHEV, Ivaylo, e Emilia TODOROVA. "Object-Oriented Programming in Bulgarian Universities' Informatics and Computer Science Curricula". Informatics in Education 7, n. 2 (15 ottobre 2008): 159–72. http://dx.doi.org/10.15388/infedu.2008.10.

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19

Farooq Khattak, Umar, Hussein Ali Hussein Al Naffakh e Aıtızaz Alı. "A review on graph representation for object-oriented programming". BIO Web of Conferences 97 (2024): 00131. http://dx.doi.org/10.1051/bioconf/20249700131.

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Relationships and connections between entities are typically represented by graphs, a fundamental data structure in computer science. A graph illustrates the control flow among statements within a program, whereas a dependence graph delineates the interrelationships among various objects within it. The object-oriented paradigm introduces numerous innovative concepts, including encapsulation, inheritance, polymorphism, and dynamic binding. A complete object-oriented graph representation entails structuring and conceptualizing a graph based on the principles of object-oriented programming (OOP). Several models have been suggested previously designed to depict the diverse features of object-oriented programming. This study distinguishes between partial and fully object-oriented graph representations. It also analyses the fully object-oriented graph representation models.

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20

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

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21

Licea, Guillermo, Reyes Juárez-Ramírez, Carelia Gaxiola, Leocundo Aguilar e Luis G. Martínez. "Teaching object-oriented programming with AEIOU". Computer Applications in Engineering Education 22, n. 2 (17 giugno 2011): 309–19. http://dx.doi.org/10.1002/cae.20556.

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22

Xing, Cong-cong, e Boumediene Belkhouche. "On pseudo object-oriented programming considered harmful". Communications of the ACM 46, n. 10 (1 ottobre 2003): 115. http://dx.doi.org/10.1145/944217.944246.

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23

Young, Mark, Danielle Argiro e Jeremy Worley. "An object oriented visual programming language toolkit". ACM SIGGRAPH Computer Graphics 29, n. 2 (maggio 1995): 25–28. http://dx.doi.org/10.1145/204362.204368.

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24

Mackie, R. I. "Object Oriented Programming and Numerical Methods". Computer-Aided Civil and Infrastructure Engineering 6, n. 2 (6 novembre 2008): 123–28. http://dx.doi.org/10.1111/j.1467-8667.1991.tb00182.x.

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25

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

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26

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

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27

Lee, H. H., e J. S. Arora. "Object-oriented programming for engineering applications". Engineering with Computers 7, n. 4 (settembre 1991): 225–35. http://dx.doi.org/10.1007/bf01206364.

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28

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

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29

Lieberherr, Karl J., e Cun Xiao. "Customizing adaptive software to object-oriented software using grammars". International Journal of Foundations of Computer Science 05, n. 02 (giugno 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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30

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

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31

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

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32

Odersky, Martin, e Tiark Rompf. "Unifying functional and object-oriented programming with Scala". Communications of the ACM 57, n. 4 (aprile 2014): 76–86. http://dx.doi.org/10.1145/2591013.

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33

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

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34

Baclawski, Kenneth, e Bipin Indurkhya. "The notion of inheritance in object-oriented programming". Communications of the ACM 37, n. 9 (settembre 1994): 118–19. http://dx.doi.org/10.1145/182987.184080.

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35

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

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36

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

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37

Zainal Abidin, Zulhafiza, e Muhammad Asyraf Abdullah Zawawi. "OOP-AR: Learn Object Oriented Programming Using Augmented Reality". International Journal of Multimedia and Recent Innovation 2, n. 1 (22 marzo 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

Maspaeni, Suyitno Muslim e Nurdin Ibrahim. "Improving Course Learning Outcomes Object-Oriented Programming through Blended Learning". International Journal of Information and Education Technology 12, n. 8 (2022): 704–11. http://dx.doi.org/10.18178/ijiet.2022.12.8.1674.

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Object-Oriented Programming (OOP) is one of computer students' competencies to have. However, students in computers at the University of Technology Mataram have always had more than 50% of their students have grades below B in the last three years. Based on the analysis, literature review, and existing problems, research was carried out by developing a blended learning model by adopting a blended learning lab rotation to improve student learning outcomes in OOP courses. The learning model is supported by learning materials with facilities in the form of learning modules (equipped with practice questions, pre-tests, and post-tests), video tutorials, facilities for discussion and collaboration, and material in presentation slides. The research method used is Research and Development (R&D) by implementing an existing model that combines two learning development models, namely the Borg & Gall Model and the Dick & Carey Model, whose overall steps are called the Step of System Approach Model of Educational Research and Development. The feasibility test was carried out through expert validity tests. The application of this blended lab-rotation-based learning model effectively improved student learning outcomes in OOP courses. This is shown through the product effectiveness test, where the average value of the post-test reached 80.40, with the number of students declared complete in achieving the minimum standard set at 85%. The increase in student learning outcomes in this OOP course is quite significant, reaching 50% of the pre-test average value, only 57.20, with the number of students declared complete by 35%.

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39

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

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40

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

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41

Wiechert, W., B. Joksch, R. Wittig, A. Hartbrich, T. Höner e M. Möllney. "Object-oriented programming for the biosciences". Bioinformatics 11, n. 5 (1995): 517–34. http://dx.doi.org/10.1093/bioinformatics/11.5.517.

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42

FELLEISEN, MATTHIAS, ROBERT BRUCE FINDLER, MATTHEW FLATT e SHRIRAM KRISHNAMURTHI. "The structure and interpretation of the computer science curriculum". Journal of Functional Programming 14, n. 4 (7 giugno 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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43

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, n. 1 (30 giugno 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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44

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

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45

STEEB, W. H., F. SOLMS e TAN KIAT SHI. "GENETIC ALGORITHMS AND OBJECT-ORIENTED PROGRAMMING". International Journal of Modern Physics C 06, n. 06 (dicembre 1996): 853–69. http://dx.doi.org/10.1142/s0129183195000708.

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Genetic algorithms were invented to mimic some of the processes observed in natural evolution. We give a survey on this research field. In particular problems with constraints are studied. Furthermore, problems from statistical mechanics are discussed. An implementation using object-oriented programming is given.

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46

Fenves, Gregory L. "Object-oriented programming for engineering software development". Engineering with Computers 6, n. 1 (dicembre 1990): 1–15. http://dx.doi.org/10.1007/bf01200200.

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47

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

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48

Terry, W. Robert, e Thomas W. Matz. "An object-oriented programming paradigm for synchronous manufacturing". Computers & Industrial Engineering 17, n. 1-4 (gennaio 1989): 124–29. http://dx.doi.org/10.1016/0360-8352(89)90048-x.

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EPIFANTSEVA, V. A., S. K. EFREMOV e I. S. NESTERENKO. "ELECTRONIC LIBRARY SYSTEM BY MEANS OF OBJECT-ORIENTED PYTHON PROGRAMMING". Computational nanotechnology 10, n. 4 (30 dicembre 2023): 84–90. http://dx.doi.org/10.33693/2313-223x-2023-10-4-84-90.

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The article discusses the features of the development of an electronic library system of the Department of Computer Science and Mathematics. The electronic library system allows you to access educational, scientific and professional literature in electronic form. In addition, electronic library systems usually contain not only the texts of books, but also other materials, such as articles, journals, dissertations, audio and video files, etc. This allows users to get complete information on the research topic. The developed library system is intended for cadets and students of higher educational institutions of the Ministry of Internal Affairs of Russia, employees of the Department of Internal Affairs.

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YU, SHENG, e QING ZHAO. "SC-EXPRESSIONS IN OBJECT-ORIENTED LANGUAGES". International Journal of Foundations of Computer Science 18, n. 06 (dicembre 2007): 1441–52. http://dx.doi.org/10.1142/s0129054107005479.

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In this paper, SC-expressions are developed, based on automata theory, for specifying synchronization constraints in parallel object-oriented languages. The predecessor of SC-expressions, the synchronization expressions, was introduced in the ParC parallel programming language in the early nineties [19]. However, ParC is not an object-oriented language and also a number of basic features of synchronization expressions are inadequate for object-oriented languages. SC-expressions are developed for object-oriented environment. They are different from synchronization expressions in basic ideas and assumptions. Here we describe the basic ideas of SC-expressions and their applications in object-oriented languages. We also study the problem of inheritance of the SC-expressions.

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