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Programming education has experienced a shift from imperative and procedural programming to object-orientation. This shift has been motivated by educators' desire to please the information technology industry and potential students; it is not motivated by research either in psychology of programming or in computer science education. There are practically no results that would indicate that such a shift is desirable, needed in the first place, or even effective for learning programming.doi:10.17011/ht/urn.200804151354 fatcat:aknizsst5vcupnbs2mns3de7km