An approach to teaching computer-oriented pedagogical patterns
DOI:
https://doi.org/10.22267/rhec.151818.35Abstract
In the constant search for appropriate practices for teaching Computer Science courses, research was carried out in order to build a specific didactic Software Design course where 19 universities in the world were consulted (15 international—in the United States and Europe, and 4 national universities). Teachers in charge of the Software Design courses of these universities made contributions in eight areas that formulated the research. The accomplishments of these valuable contributions were used to determine a set of common elements—regardless of cultural differences—in practices that were deemed successful from the perspective of the teachers. The final “product” of the research generated a theoretical framework on the general guidelines in the formulation of educational computing. However, the proposed method of teaching has not been tested in real-world scenarios so far. Given this situation, the article reflects upon the aims to explore real-world scenarios where such teaching practices are feasible. For this task, a relatively new concept is introduced to implement the results of the investigation; this concept refers to the pedagogical patterns.
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References
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