Conceptual patterns for student-centered computer science education at secondary school level

Abstract

This work presents an approach how student-centered computer science lessons at secondary school level were captured and described as a collection of 24 patterns. This pattern network is supposed to support computer science teachers in designing student-centered computer science lessons. Each pattern emerged from an iterative process of combining practical classroom experiences with humanistic pedagogical theories. The pattern form is based on C. Alexander's approach [2] and was modified for computer science education. Hence a pattern includes a title, description, problem, forces, solution, UML visualization and a suggestion how to apply it in computer science lessons.