LISS’nAP: Nesne Yönelimli Programlama için Üç Aşamalı Akran Danışmanlığı İşbirliğine Dayalı Öğrenme Yaklaşımı

Abstract

Mevcut programlama paradigmaları arasında, programcıların çoğu tarafından en tanıdık ve en çok kullanılan iki tanesi prosedürel programlama ile nesne yönelimli programlamadır. Öğrencilere programlamanın nasıl yapılacağını öğretmek için, özellikle akademik olan çoğu mevcut müfredatta, nesne yönelimli programlama kavramlarına geçmeden önce, prosedürel programlamanın temellerini öğreterek başlanır. Ne yazık ki, bu geçiş öğrenciler için her zaman “pürüzsüz” değildir. Nesne yönelimli programlama kavramları, yeni programlama moduna uyum sağlamakta güçlük çeken ve bir nesne için düzgün bir nesne yönelimli model bulamayan bazı öğrenciler için sorunlu ve kafa karıştırıcı olarak algılanabilir. Bazı bilim insanları, öğrencilerin problemleri bilinen bir vizyondan nesne yönelimli yeni bir vizyona modellerken, asıl sorunun vizyon geçişinde yattığına inanmakta. Diğer bazı bilim insanları ise, sorunun nesneye yönelik paradigmanın kendisinde değil, onu öğretmek için kullanılan diller ve ortamlar gibi araçlarda olabileceğini iddia etmekte. Bu makalede, nesne yönelimli programlamayı öğrenmek için yeni bir işbirliğine dayalı öğrenme yöntemi önermekteyiz. Bu yöntem, benzer pedagojik yapıya sahip başka derslerde de kullanılabilir.

Keywords

• Probleme dayalı öğrenme
• işbirlikçi öğrenme
• programlama öğrenimi
• e-öğrenme

LISS’nAP: A Peer-Advising Collaborative Learning Approach for Object-Oriented Programming Learning

Abstract

Among the existing programming paradigms, two of them are the most familiar and the most used by the majority of programers: procedural programming and object-oriented programming. To teach students programming, most existing curricula, especially academic ones, begin by teaching the basics of procedural programming, before moving on to introduce the concepts of object-oriented programming. Unfortunately, this transition is not always smooth for students, and the concepts of object-oriented programming can be perceived as problematic and confusing for some students who have trouble adjusting to the new programming mode and fail to find a decent object-oriented model for a given problem. Some scientists believe that the problem lies in the transition of vision when modeling problems from one vision that is familiar to students to a new one that is object-oriented. Some scientists think that the problem lies in the transition itself when modeling problems from a familiar vision to a new object-oriented one. Other scientists claim that the problem may not reside in the object-oriented paradigm itself, but rather in the existing tools available to teach it, such as the languages and the environments. In this article, we propose a new collaborative learning method for learning object-oriented programming, which can be also used to teach any other course that shares a similar pedagogical structure.

Keywords

• Problem-based learning
• collaborative learning
• programming learning
• e-learning

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