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Difficulties in Learning Inheritance and Polymorphism

Difficulties in Learning Inheritance and Polymorphism TOE00039 ACM (Typeset by SPi, Manila, Philippines) 1 of 23 February 18, 2011 Dif culties in Learning Inheritance and Polymorphism NEOMI LIBERMAN, CATRIEL BEERI, and YIFAT BEN-DAVID KOLIKANT, The Hebrew University This article reports on dif culties related to the concepts of inheritance and polymorphism, expressed by a group of 22 in-service CS teachers with an experience with the procedural paradigm, as they coped with a course on OOP. Our ndings are based on the analysis of tests, questionnaires that the teachers completed in the course, as well as on observations made during the course. The article suggests that the dif culties are mostly caused by the learners ™ ignorance about a programming model for inheritance and polymorphism. Such a model is presented in the appendix. The article offers a classi cation of the dif culties into the following four clusters: (1) alternative (partial) models, (2) analogies to the use of inheritance and conversion in day-to-day life or in imperative programming, (3) lack of understanding of hierarchies and their role in inheritance, and (4) dif culties due to approaches to teaching, and their impact on the students understanding, as well as, with dif culties that arose in previous http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2011 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/1921607.1921611
Publisher site
See Article on Publisher Site

Abstract

TOE00039 ACM (Typeset by SPi, Manila, Philippines) 1 of 23 February 18, 2011 Dif culties in Learning Inheritance and Polymorphism NEOMI LIBERMAN, CATRIEL BEERI, and YIFAT BEN-DAVID KOLIKANT, The Hebrew University This article reports on dif culties related to the concepts of inheritance and polymorphism, expressed by a group of 22 in-service CS teachers with an experience with the procedural paradigm, as they coped with a course on OOP. Our ndings are based on the analysis of tests, questionnaires that the teachers completed in the course, as well as on observations made during the course. The article suggests that the dif culties are mostly caused by the learners ™ ignorance about a programming model for inheritance and polymorphism. Such a model is presented in the appendix. The article offers a classi cation of the dif culties into the following four clusters: (1) alternative (partial) models, (2) analogies to the use of inheritance and conversion in day-to-day life or in imperative programming, (3) lack of understanding of hierarchies and their role in inheritance, and (4) dif culties due to approaches to teaching, and their impact on the students understanding, as well as, with dif culties that arose in previous

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Feb 1, 2011

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