Experiences when migrating from structured analysis to object-oriented modelling

ABSTRACT

Students' learning difficulties in object-oriented technology are examined from the perspective of Constructivist Learning Theory. It is shown that more abstract types of learning are required by the student for object-oriented technology than for structured technology. An introductory subject in object-oriented modelling of user applications is described which uses object diagrams and concept maps to assist students to learn to perform abstractions.

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INDEX TERMS

Keywords:
abstraction, concept map, constructivist learning theory, learning difficulties, object diagram, object-oriented modelling