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In the computer science community, there is considerable debate
about the appropriate sequence for introducing object-oriented
concepts to novice programmers. Research into novice programming
has struggled to identify the critical aspects that would provide a
consistently successful approach to teaching introductory
object-oriented programming. Starting from the premise that the
conceptions of a task determine the type of output from the task,
assisting novice programmers to become aware of what the required
output should be, may lay a foundation for improving learning. This
book reports the results of a phenomenographic study. Thirty one
practitioners were interviewed about the ways in which they
experience object-oriented programming and categories of
description and critical aspects were identified. The study
uncovered critical aspects that related to the way that
practitioners expressed their understanding of an object-oriented
program and the influences on their approach to designing programs.
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