Top-Down Teaching: Object-Oriented Programming in CS Rick Decker and Stuart Hirshfield Department of Mathematics and Computer Hamilton Clinton, College NY 13323 Science Abstract: primary introductory This paper advocates the positwn source of our collective difficulties programmhg mismatched. that the in teaching is that our goals for CS 1 While we have been and our tools for teaching it are seriously and irreconcilably preaching top-down methodologies for many years bottom-up prograntnu ng. Such now, we have been teaching languages that support most directly languages, which focus primarily on the details of coalng and algon thms, en$orce a tactical paradigm which obscures from our students the more giobal, strategic issues we want them to develop and appreciate from the start. &sign Object-oriented languages, on the other initially on top-level true top that programs hand, allow us to concentrate considerations, down fashior+to program working, and to progresw n worhble embody the principles based implementation developing of sofmare engineering and &scribes a new labof CS 1 which we are now Our intut tion and our mo&L sty[e. The following mung Object Pascal. experience to &te indicate that it better prepares more stucknts than does the prewx ling pedagogical I. The Problem: Teaching
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Top-down teaching: object-oriented programming in CS 1
Decker, Rick; Hirshfield, Stuart
Follow ACM SIGCSE Bulletin
, Volume 25 (1)
Association for Computing Machinery – Mar 1, 1993
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