Formal thinking, a determining factor in the teaching of class design under UML in programming

Abstract

This article aims to show the documentary investigation of some of the research work that has been carried out regarding the process of teaching design and modeling in programming, based on formal thinking, and the analysis of the descriptive bibliographic review is socialized, as well as the quantitative results obtained from the application of a statistical method. In this way, this document is interested in showing the importance of developing or strengthening formal thinking in the process of teaching the design and modeling of classes in programs under the object-oriented paradigm under the UML (Unified Model Language) standard. To do this, the reader will be able to find how and what were the criteria that were considered to select the reviewed works in the method section, as well as the methodology for obtaining quantitative data that was obtained through three questionnaires, which helped determine whether the study subjects have developed formal thinking, or only have developed concrete thinking. Consequently, in the results and discussion section, the selected and reviewed works are presented, presenting the most outstanding details through a synthesis. At the end, the perspective and relevance that this topic takes for the main research from which this article emerges is presented. And finally, the conclusions answer the central question of this document: Why is it important for higher education students to have formal thinking strengthened in the process of teaching the design and modeling of classes in programs under the object-oriented technique with UML?