Knowledge, skills and strategies for successful objectoriented programming: a proposed learning repertoire

dc.contributor.author	Havenga, Marietjie
dc.contributor.author	Mentz, Elsa
dc.contributor.author	De Villiers, M.R. (Ruth)
dc.date.accessioned	2014-02-12T13:21:35Z
dc.date.available	2014-02-12T13:21:35Z
dc.date.issued	2008
dc.identifier.citation	South African Computer Journal, Special edition 42: 1-8.	en
dc.identifier.issn	1015-7999
dc.identifier.uri	http://hdl.handle.net/10500/13195
dc.description.abstract	Third year Computer Science students were studied in order to determine which knowledge, skills and strategies they used during an object-oriented programming task. Quantitative and qualitative methods were used to analyse their computer programs and associated thinking processes. Successful programmers applied significantly more cognitive, metacognitive and problem-solving knowledge, skills and strategies, also using a greater variety, than the unsuccessful ones. Based on the approaches of the successful programmers, we propose a learning repertoire of integrated knowledge, skills and strategies, which can serve as a framework to support novices learning object-oriented programming (OOP).	en
dc.language.iso	en	en
dc.subject	Object-oriented programming	en
dc.subject	successful	en
dc.subject	unsuccessful programmers	en
dc.subject	thinking processes	en
dc.title	Knowledge, skills and strategies for successful objectoriented programming: a proposed learning repertoire	en
dc.type	Article	en
dc.description.department	Computing	en