How do you teach programming in a way that sticks? For Thomas Weinhart, the answer lies in shifting focus from syntax to structure. Engineering students often pick up coding basics quickly, but struggle with designing well-structured, effective programs.
To tackle this challenge, Thomas introduced Computational Thinking (CT) into his programming course. CT is a problem-solving method that helps students break down complex problems and design smarter solutions.
A fresh approach
Instead of simply teaching coding syntax, Thomas revamped the course by blending CT principles with traditional programming instruction. The redesigned course guided students to think strategically when approaching programming tasks and apply structured problem-solving techniques to break down research questions into logical steps.
By analysing student performance, surveys, and focus group feedback, Thomas saw impressive results:
- Students improved their ability to design structured, logical code;
- They developed a deeper understanding of coding principles;
- Many gained confidence, seeing programming as a skill they could master and apply effectively.
What Thomas learned
A key insight: small teaching tweaks can have a big impact. Interactive group work, short quizzes, and reinforced learning moments boosted engagement and participation. Another key insight? Listening to students matters. Focus groups provided valuable feedback for future course improvements. “Hearing how students experience your teaching gives you a clear view of what works and where you can improve,” he says.
Challenges and proud moments
Timing was a hurdle. Fitting a curriculum redesign into the SUTQ timeframe was not easy. Looking back, Thomas feels the changes could have been done in one step instead of two.
For Thomas, the most rewarding part was the students’ response. “Students really embraced the changes and appreciated the clarity Computational Thinking brought to programming,” he says. His advice to fellow educators? Experiment with new teaching strategies. “Do not hesitate to try something different, even if it feels challenging. Listen to your students, learn from their feedback, and adjust as you go. Small steps can lead to big improvements.”
