Abstract

Teaching abstract modelling specifically class and entity relationship diagrams remains a persistent challenge in undergraduate computing. Even in project-based courses focused on providing hands-on experience, beginners frequently replicate patterns, complicate models unnecessarily, or incorrectly apply relationships without explaining the reasoning behind their decisions. This opinion piece discusses our experiences in teaching database and software design in two first-year courses and describes a simple pedagogical intervention implemented between the requirements analysis and the individual diagramming stages. This approach consist of four main structured stages: Scenario Analysis, Peer Review, Reflection and Diagram Construction. Although this is not a controlled study, our reflections indicate that incorporating early peer review and reflective practices can help novices shift their emphasis from “what belongs where” to “why this abstraction exists,” ultimately enhancing the quality and communicative effectiveness of their diagrams. We present practical suggestions for educators to integrate this approach into similar courses that require teaching design specifically for novice students.


Keywords:
Computer Science Education, Reflective Learning, Peer Feedback, Software Design.

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