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Holistic approach to learning and teaching introductory object-oriented programming

机译：面向对象编程的学与教的整体方法

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This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities, and media with an understanding of variation theory and the ways in which students learn to program. We outline the implementation of the course, and discuss the findings from the first cycle of an action research study with a small sample of undergraduate students. An investigation of the preferred (deep/ surface) learning approaches of the students led us to believe that these approaches can be influenced through course design. Personal constructs of the students, elicited through the repertory grid technique, revealed that rich inventories of learning resources are highly valued. We comment on the transformational processes of the experience of the participants, and identify areas for further refinement and investigation in the next action research cycle.
机译：本文介绍了一种整体的方法来设计入门性的，面向对象的编程课程。该设计基于现象学的建构主义和教学法。我们使用建设性的一致性作为框架，使评估，学习和教学与计划的学习成果保持一致。我们在计划学习和教学活动以及媒体时要了解变异理论以及学生学习编程的方式。我们概述了本课程的实施，并与一小部分本科生一起讨论了行动研究第一周期的发现。对学生偏爱的（深度/表面）学习方法的调查使我们相信，这些方法可能会受到课程设计的影响。通过库式网格技术得出的学生的个人构想表明，丰富的学习资源清单受到高度重视。我们对参与者体验的转变过程进行评论，并确定下一个行动研究周期中需要进一步完善和研究的领域。

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