Abstract:
Importing design patterns from software engineering to the computer science education (CSE) is followed by defining patterns and pattern languages suitable for pedagogical needs of computer science courses. The main goal of patterns incorporation in CSE was to enhance quality of content delivery and comprehension. However it is observed that soon after learning a concept most of the students are not certain about the degree of command over the studied material. Lack of questioning power makes it more devastating. The existing pattern-based materials seem to be insufficient for settling these problems. Hence there is a requirement of pedagogical pattern language that have twofold power of resolving these issues. This paper presents a pedagogical pattern language based on three newly discovered pedagogical patterns to address in time students confidence in their level of comprehension about learned skills.
