The role of object-oriented technology in the undergraduate computer science curriculum

1993 ◽  
Vol 4 (2) ◽  
pp. 303-308
Author(s):  
Martin Osborne
Keyword(s):  
Computer Science ◽  
Science Curriculum ◽  
Object Oriented ◽  
Object Oriented Technology ◽  
Computer Science Curriculum

scholarly journals Abstraction, the Big Idea, and it’s Significance in Science and Technology Education

2020 ◽  
Vol 9 (3) ◽  
pp. 51-54
Keyword(s):  
Computer Science ◽  
Technology Education ◽  
Science Curriculum ◽  
Science And Technology ◽  
Science And Engineering ◽  
Science And Technology Education ◽  
Computer Science Curriculum ◽  
Motivation Level

This paper discusses the role of abstraction in science and technology education. It starts with a humble introduction of abstraction in general, while discussing the first few encounters of a learner with this idea. Significance of abstraction and the required motivation level of learner are also discussed. An expected change in the attitude of a learner at transition to higher studies is proposed. Thereafter the contribution of abstraction in the evolution of Computer Science and Engineering is discussed in some detail. Moreover a deduction of the Computer Science Curriculum is also shown along the same line as its evolution. Finally the paper concludes with emphasizing the importance of understanding links between different layers of abstractions.

scholarly journals Adventures in data types : benefits of the comparative approach in computer science education.

2019 ◽  
Author(s):  
Camille Akmut
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Object Oriented ◽  
Comparative Approach ◽  
Data Types ◽  
Computer Science Curriculum ◽  
Computer Scientists

The transition from ’structured programming’ to ’object-oriented pro-gramming’ is a canon of the computer science curriculum; traditionallypresented, or tacitly acknowledged, as the transition from beginner tointermediate programmer, the passage from one programming languageto multiple ones (covering CS1 and CS2, in various ways). In this otheraddition to computer science education, we defend the benefits of a com-parative approach : knowledge in one language gains the student accessto a world of other languages, and ways to model reality. This goes con-trary to prevalent methods of focusing on one language to introduce thesetopics, as common with mainstream, ”pure” computer scientists.

Sign in / Sign up

Export Citation Format

Share Document