avoiding object misconceptions
This paper identifies and describes a number of misconceptions observed in students learning about object technology. It identifies simple, concrete, measures course designers and teachers can take to avoid these misconceptions arising. The context for this work centres on an introductory undergraduate course and a postgraduate course. Both these courses are taught by distance education. These courses both use Smalltalk as an introduction to object technology. More particularly, the undergraduate course uses Smalltalk as a first programming language.Distance education can limit the amount and speed of individual feedback that can be given in the early stages of learning. For this reason, particular attention has been paid to characterizing measures for avoiding elementary misconceptions seen in beginning learners. At the same time we also address some misconceptions observed in postgraduate students. The pedagogical issues discussed are of particular importance when devising an extended series of examples for teaching or assessment, or when designing a visual microworld to be used for teaching purposes.
object paper student learning technologies measurement teaching context distance education use smalltalk programming language feedback attention timing addressing examples assessment visualization