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  • 1.
    Boustedt, Jonas
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, Datavetenskap.
    Students' different understandings of class diagrams2012Ingår i: Computer Science Education, ISSN 0899-3408, E-ISSN 1744-5175, Vol. 22, nr 1, s. 29-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The software industry needs well-trained software designers and one important aspect of software design is the ability to model softwaredesigns visually and understand what visual models represent. However, previous research indicates that software design is a difficulttask to many students. This article reports empirical findings from aphenomenographic investigation on how students understand classdiagrams, Unified Modeling Language (UML) symbols, and relationsto object-oriented (OO) concepts. The informants were 20 Computer Science students from four different universities in Sweden. The results show qualitatively different ways to understand and describe UML class diagrams and the ‘‘diamond symbols’’ representing aggregation and composition. The purpose of class diagrams was understood in a varied way, from describing it as a documentation to a more advanced view related to communication. The descriptions of class diagrams varied from seeing them as a specification of classes to a more advanced view, where they were described to show hierarchic structures of classes and relations. The diamond symbols were seen as ‘‘relations’’ and a more advanced way was seeing the white and theblack diamonds as different symbols for aggregation and composition. As a consequence of the results, it is recommended that UML should be adopted in courses. It is briefly indicated how the phenomenographic results in combination with variation theory can be used by teachers to enhance students’ possibilities to reach advanced understanding of phenomena related to UML classdiagrams. Moreover, it is recommended that teachers should put more effort in assessing skills in proper usage of the basic symbols and models and students should be provided with opportunities to practise collaborative design, e.g. using whiteboards.

  • 2.
    Boustedt, Jonas
    Högskolan i Gävle, Institutionen för matematik, natur- och datavetenskap, Ämnesavdelningen för datavetenskap.
    Students' Understanding of the Concept of Interface in a Situated Context2009Ingår i: Computer Science Education, ISSN 0899-3408, E-ISSN 1744-5175, Vol. 19, nr 1, s. 15-36Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper describes an empirical study with the aim of producing insights about how students experience programming and software engineering. The research aims to investigate the students’ world, and hence, we have chosen a phenomenographic approach. Our questions focus on the students’ experience of concepts related to a realistic programming task in an extensive software system, particularly the Java Interface. The results show that there is a distinct variation of descriptions spanning from a concrete to-do list to a more advanced description where the interface plays a crucial role in order to produce dynamic and adaptive systems. We interpret the results and suggest how they can be used in teaching to provide an extended and varied understanding for how to work with advanced software.

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