Developing conceptual programming knowledge in pre-service computer science teachers. The role of programming patterns.

Autor/inn/en	Zapusek, Matej; Nancovska serbec, Irena
Titel	Developing conceptual programming knowledge in pre-service computer science teachers. The role of programming patterns. Paralleltitel: Razvijanje konceptualnega programerskega znanja pri studentih pedagoskih smeri racunalnistva: vloga programskih vzorcev.
Quelle	In: CEPS journal, 15 (2025) 4, S. 137-171Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35136 10.26529/cepsj.2130
URN	urn:nbn:de:0111-pedocs-351365
Schlagwörter	Lehramtsstudent; Lehrerbildung; Programmierung; Algorithmisches Denken; Informatik; Mustererkennung; Empirische Untersuchung; Erklären; Muster; Ljubljana
Abstract	This study examines how students enrolled in a two-subject teacher programme (computer science and mathematics) at the Faculty of Education, University of Ljubljana, develop a conceptual understanding of programming knowledge through the implementation, recognition and explanation of programming patterns. Based on over 500 programming solutions completed by first- and second-year students, the authors focus on four foundational patterns: linear search, guarded search, counting and extreme values. The study involved 70 students across different phases, with 17 of them tracked longitudinally over three to four years, examining their ability to recognise programming patterns, explain underlying logic and design related tasks. The results show that the students gradually improved their use of programming patterns, initially producing many redundant or incorrect solutions, which over time shifted towards correct implementations. However, this development was uneven across pattern types and programming constructs. Tasks involving while loops and guarded searches initially proved more challenging, with higher rates of incorrect or redundant solutions in the early phases. A consistent finding across all of the student groups was a substantial gap between the students' ability to implement patterns and their ability to explain them conceptually. This demonstrates that for loop implementation skills do not automatically transfer to conceptual understanding, especially for more complex cases like guarded search and extreme values. This finding is particularly concerning for prospective educators. Importantly, explanation ability strongly predicted task design quality, underscoring the fact that conceptual mastery directly supports pedagogical competence. These findings highlight the need for explicit instruction on programming patterns in teacher education, not only to support correct implementation but also to build deeper explanatory and pedagogical skills. Emphasising patterns as conceptual tools can help future educators better analyse code, anticipate student difficulties and design effective, pattern-based programming tasks. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3