Razvijanje konceptualnega programerskega znanja pri študentih pedagoških smeri računalništva: vloga programskih vzorcev

Key Points

• The study aims to evaluate how software patterns influence programming knowledge among education students.
• Randomized trial with education students enrolled in a computer science program
• Assessment of programming knowledge before and after the intervention
• Comparison of traditional teaching methods against software pattern-based approaches
• Students taught with software patterns had a 30% increase in programming knowledge (p<0.01).
• The intervention group showed greater conceptual understanding than the control group.
• Feedback indicated higher student engagement and retention of programming concepts.

Abstract