Personen KB IB clear | Ashish Aggarwal
, John Ainley
, Efthimia Aivaloglou
, Bita Akram
, Kirsti Ala-Mutka
, Kira Alexander
, Amjad AlTadmri
, Lorin W. Anderson
, Michal Armoni
, D.P. Ausubel
, Albert Bandura
, Lecia Barker
, Mike Barkmin
, Tiffany Barnes
, David Bau
, Yannick Beeck
, Tim Bell
, Mordechai Ben-Ari
, Jens Bennedsen
, Anders Berglund
, Gérard Berry
, Marina Umaschi Bers
, Marie A. Bienkowski
, Lisa Bievenue
, B. S. Bloom
, Stefania Bocconi
, Bryce Boe
, Andreas Bollin
, Christian Borowski
, Johanna Borsch
, Danielle Boulden
, Dolly Bounajim
, Jonas Boustedt
, Kristy Boyer
, Roger D. Boyle
, Friederike Braun
, Gert Braune
, Philipp Brauner
, Karen Brennan
, Franz Breuer
, William F. Brewer
, Peter Brichzin
, Torsten Brinda
, Cyril Brom
, Neil C. C. Brown
, Dennis Brylow
, Heather E. Bullock
, Quinn Burke
, Pauli Byckling
, Shannon Campe
, Dino Capovilla
, Angela Carbone
, Michael E. Caspersen
, Veronica Cateté
, Dianne P. Chambers
, Gail Chapman
, Sande Chen
, Yuliya Cherenkova
, Augusto Chioccariello
, Damon Chizuru Kawamoto
, Jacob Cohen
, Phillip Conrad
, Ernesto Cuadros-Vargas
, Paul Curzon
, Quintin I. Cutts
, Niki Davis
, Adrienne Decker
, Barbara Demo
, Andreas Dengel
, Volker Denke
, Jill Denner
, Peter Denning
, Paul Denny
, Giuliana Dettori
, Ira Diethelm
, Yihuan Dong
, Michèle Drechsler
, Greg Dreschler
, Caitlin Duncan
, Rodrigo Duran
, James P. Early
, Evelyn Eastmond
, Anna Eckerdal
, Birgit Eickelmann
, Katja Engelhardt
, Shelly Engelman
, Barbara J. Ericson
, Sarah Esper
, Marlena Fecho
, Julian Fernald
, Anusca Ferrari
, Colin J. Fidge
, Sally Fincher
, James D. Foley
, Brendan Foreman
, Stephen R. Foster
, Michael Fothe
, Julian Fraillon
, Diana Franklin
, Tim Friedman
, Steffen Friedrich
, Vashti Galpin
, Erich Gamma
, Walter Gander
, Eveline Gebhardt
, Katharina Geldreich
, Gesellschaft für Didaktik des Sachunterrichts (GDSU)
, Carlo Ghezzi
, Jessika Golle
, Jon Good
, Joanna Goode
, Tina Götschi
, Timo Göttel
, Andreas Gramm
, Dorothee Graswald
, Simon Gray
, Jeff Gray
, Mareen Grillenberger
, Andreas Grillenberger
, Computing at School Working Group
, Shuchi Grover
, Josef Guggemos
, Philip J. Guo
, Mirela Gutica
, Mark Guzdial
, Patricia Haden
, Karla R. Hamlen
, Tereza Hannemann
, Idit Harel
, Mindy Hart
, Birte Heinemann
, Fredrik Heintz
, Lutz Hellmig
, Richard Helm
, Felienne Hermans
, Theo Heußer
, Claudia Hildebrandt
, Charlotte Hill
, Malte Hornung
, Jennifer Houchins
, Peter Hubwieser
, Elena Hubwieser
, Ludger Humbert
, Ville Isomöttönen
, Amy Isvik
, Cruz Izu
, Debbie K. Jackson
, Richard James
, Pavel Jezek
, Ralph Johnson
, Katerina Kacerovská
, Yasmin B. Kafai
, Kimberly Kalahar
, Maria Kallia
, Fatima Kaloti-Hallak
, Petra Kastl
, Yaacov J. Katz
, Caitlin Kelleher
, Brenda Keogh
, Max Kesselbacher
, Päivi Kinnunen
, Maria Knobelsdorf
, Bernhard Koerber
, Michael Kölling
, Eileen Kraemer
, Matthias Kramer
, David R. Krathwohl
, Agnieszka Kukla
, Kultusministerkonferenz
, Jaakko Kurhila
, Mikko-Jussi Laakso
, Amelie Labusch
, Antti-Jussi Lakanen
, Anil Lalwani
, Richard LeBlanc
, G.C. Leder
, Luzia Leifheit
, Michelle Len
, Thiemo Leonhardt
, James C. Lester
, Albert Lionelle
, Alex Lishinki
, Raymond Lister
, Arnold Lohaus
, Violetta Lonati
, Mike Lopez
, Matti Luukkainen
, Andrew Luxton-Reilly
, Nicholas Lytle
, Asja Maass
, Philip Machanick
, Lauri Malmi
, John Maloney
, Linda Mannila
, Jane Margolis
, Corinna Massek
, Robert McCartney
, Charlie McDowell
, Steven McGee
, Andrew D. McGettrick
, Monica M. McGill
, Peter W. McOwan
, Jerry Mead
, Orni Meerbaum-Salant
, Avi Mendelson
, Bertrand Meyer
, David Michael
, Alexandra Milliken
, Amon Millner
, Claudio Mirolo
, Roland Mittermeir
, Korbinian Moeller
, Andrés Monroy-Hernández
, Jesús Moreno-León
, Briana B. Morrison
, Jan Erik Moström
, Bradford W. Mott
, Andreas Mühling
, Kathrin Müller
, Stuart Naylor
, Manuel Ninaus
, Lars-Åke Norden
, Klaus Ostermann
, Matti Paksula
, Nils Pancratz
, Seymour Papert
, Miranda C. Parker
, Dale Parsons
, Arno Pasternak
, Randy Pausch
, Roy Pea
, Arnold Pears
, Erkki Pehkonen
, Przemyslaw Pela
, Pawel Perekietka
, Andrew Petersen
, Antoine Petit
, Niels Pinkwart
, Hermann Puhlmann
, Mark Ratcliffe 0001
, Mitchel Resnick
, Paul Resnick
, Nicholas Reynolds
, Mike Ribble
, Jochen Rick
, Steve Roach
, Phil Robbins
, Anthony Robins
, Anthony V. Robins
, Gregorio Robles
, Gerhard Röhner
, Marcos Román-González
, Ralf Romeike
, Eric Rosenbaum
, Janet Rountree
, Nathan Rountree
, Alexander Ruf
, Natalie Rusk
, Daisy Rutstein
, Mehran Sahami
, Jorma Sajaniemi
, Katie Salen
, Kate Sanders
, Ian D. Sanders
, Phil Sands
, Amitrajit Sarkar
, Hanno Schauer
, Yannick Schneider
, Janet Ward Schofield
, Ulrik Schroeder
, Carsten Schulte
, Wolfram Schulz
, Sandra Schulz
, Scarlet Schwiderski-Grosche
, Andreas Schwill
, Stefan Schwinem
, Monika Seiffert
, Linda M. Seiter
, Cynthia C. Selby
, Sue Sentance
, Sabine Seufert
, Philipp Shah
, Judy Sheard
, Josh Sheldon
, L. Shulman
, Jay Silver
, Brian Silverman
, Beth Simon
, Alexandra Simon
, Juha Sorva
, Nigamanth Sridhar
, Caroline St. Clair
, Tereza Stárková
, Chris Stephenson
, Maciej M. Syslo
, Mike Talbot
, Andrew S. Tanenbaum
, Donna Teague
, Matti Tedre
, Thorsten Terjung
, Marco Thomas
, David Thompson
, Errol Thompson
, Michael Thuné
, David Tobinski
, Günter Törner
, Ulrich Trautwein
, Katerina Tsarava
, Franklyn A. Turbak
, Jan Vahrenhold
, Vesa Vainio
, Marc Vierhaus
, Arto Vihavainen
, John Vlissides
, Kristina Volná
, Stella Vosniadou
, Lew Semjonowitsch Vygotsky
, Jane Waite
, Bettina Waldvogel
, Mary Webb
, Renske Weeda
, Amali Weerasinghe
, Bernd Weidenmann
, Franz E. Weinert
, David Weintrop
, Linda L. Werner
, Jacqueline L. Whalley
, Eric N. Wiebe
, Susan Wiedenbeck
, Chris Wilcox
, Uri Wilensky
, Henning Wilken
, Jeannette M. Wing
, Helmut Witten
, Aman Yadav
, Iman YeckehZaare
, Pat Yongpradit
, Carol Zander
, Martina Ziefle
, Eric Zimmerman
, Daniel Zingaro
, Stefan Zumbrägel
|
Fragen KB IB clear | Was stellen sich (angehende) Lehrpersonen unter Informatik vor?
Wie ist das Bild/Image der Informatik?
|
Aussagen KB IB clear | Blockbasierte Sprachen haben den Ruf, nicht echtes Programmieren zu ermöglichen
Mädchen schätzen ihre Digitalkompetenzen tiefer ein als Knaben
|
Begriffe KB IB clear | action researchaction research
, Algorithmusalgorithm
, Bildungeducation (Bildung)
, blockbasierte Programmierumgebungenvisual programming language
, calliope mini
, code smells
, computational thinkingcomputational thinking
, computer literacycomputer literacy
, computer science unpluggedcomputer science unplugged
, Computerviruscomputer virus
, concept cartoons
, Corona-Pandemie
, data literacy
, design thinking
, Deutschlandgermany
, DigComp
, Digitalisierung
, distance learning / Fernunterrichtdistance learning
, Dr. Scratch
, Educational RoboterEducational Roboter
, Epistemologie (Erkenntnistheorie)epistemology
, EU Kids Online
, Fehlvorstellungen / misconceptions
, flipped classroomflipped classroom
, GenderGender
, greenfootgreenfoot
, growth mindsetgrowth mindset
, Gymnasium
, ICILS
, Informatikcomputer science
, Informatik-Unterricht (Fachinformatik)Computer Science Education
, Interaktivitätinteractivity
, Internetinternet
, ItalienItaly
, IT-Sicherheit
, Java
, Kara
, Karel
, Kinderchildren
, Kindergarten
, Konstruktivismusconstructivism
, Kryptographiecryptography
, Künstliche Intelligenz (KI / AI)artificial intelligence
, Kurzzeitgedächtnisshort-term memory
, learning analyticslearning analytics
, LehrerInteacher
, LehrerInnen-Bildungteacher training
, Lernenlearning
, machine learning
, Mathematikmathematics
, micro:bit
, Motivationmotivation
, notional machine
, pair programming
, Paradigmaparadigm
, Predictive PolicingPredictive Policing
, Primarschule (1-6) / Grundschule (1-4)primary school
, Problemlösefähigkeitproblem solving skills
, Prognose
, Programmierenprogramming
, Programmieren für KinderProgramming for kids
, Programmiersprachenprogramming languages
, Roboterrobot
, Schuleschool
, Scratch
, ScratchJr
, Selbstwirksamkeitself efficacy
, Sicherheitsecurity
, Snap! (Programmiersprache)
, Social Credit System
, SOLO-Taxonomie
, Sprachelanguage
, Sprachenlernenlanguage learning
, Teaching and Learning International Survey (TALIS)
, Theorietheory
, turtle graphics
, Unterricht
|
Bücher | Jahr | | Umschlag | Titel | Abrufe | IB | OB | KB | LB |
---|
1930 | |
|
Mind in Society (Lew Semjonowitsch Vygotsky) | 5, 9, 180, 197, 131, 5, 3, 5, 9, 17, 6, 10 |
184 |
39 |
10 |
2718 |
1956 | |
|
Taxonomy of educational objectives (B. S. Bloom) | 1, 5, 5, 3, 7, 21, 2, 1, 2, 11, 3, 9 |
155 |
25 |
9 |
3182 |
1982 | |
|
Mindstorms (Seymour Papert) | 8, 13, 8, 11, 19, 6, 5, 4, 7, 19, 8, 13 |
338 |
47 |
13 |
5895 |
1988 | |
|
Statistical Power Analysis for the Behavioral Sciences (Jacob Cohen) | 1, 5, 6, 6, 4, 5, 7, 8, 4, 9, 6, 7 |
49 |
4 |
7 |
596 |
1990 | |
|
Constructionism (Idit Harel, Seymour Papert) | 3, 4, 4, 8, 13, 2, 2, 2, 2, 10, 1, 10 |
128 |
47 |
10 |
1569 |
1995 | |
|
Design Patterns (Erich Gamma, Richard Helm, Ralph Johnson, John Vlissides) | 4, 1, 5, 9, 4, 9, 5, 3, 1, 9, 2, 3 |
46 |
13 |
3 |
4420 |
1995 | |
|
Information und Lernen mit Multimedia (Ludwig J. Issing, Paul Klimsa) | 6, 10, 4, 10, 22, 2, 4, 4, 5, 25, 3, 14 |
244 |
230 |
14 |
10671 |
1998 | |
|
Self-efficacy (Albert Bandura) | |
66 |
0 |
0 |
0 |
2000 | |
|
The Acquisition and Retention of Knowledge (D.P. Ausubel) | |
2 |
0 |
0 |
0 |
2000 | |
|
A Taxonomy for Learning, Teaching, and Assessing (Lorin W. Anderson, David R. Krathwohl) | 2, 1, 2, 5, 2, 4, 6, 9, 1, 11, 2, 5 |
72 |
2 |
5 |
1489 |
2001 | |
|
Defining and Selecting Key Competencies (D. S. Rychen, L. H. Salganik) | 1, 1, 4, 6, 3, 1, 11, 9, 2, 9, 2, 4 |
55 |
10 |
4 |
1166 |
2002 | |
|
Beliefs: A Hidden Variable in Mathematics Education? (G.C. Leder, Erkki Pehkonen, Günter Törner) | 4, 1, 7, 3, 2, 11, 6, 4, 1, 5, 4, 3 |
4 |
3 |
3 |
341 |
2002 | |
|
SIGCSE 2002 (Judith L. Gersting, Henry MacKay Walker, Scott Grissom) | 2, 2, 2, 3, 3, 6, 5, 3, 4, 7, 2, 6 |
10 |
286 |
6 |
319 |
2003 | |
|
Computer Science Education 2/2003 | 3, 5, 5, 3, 6, 8, 2, 1, 1, 4, 1, 4 |
27 |
17 |
4 |
410 |
2003 | |
|
Zur wissenschaftlichen Fundierung der Schulinformatik (Ludger Humbert) | 1, 3, 4, 5, 4, 6, 13, 2, 2, 14, 2, 6 |
15 |
61 |
6 |
2694 |
2003 | |
|
SIGCSE 2003 (Scott Grissom, Deborah Knox, Daniel T. Joyce, Wanda Dann) | 3, 1, 4, 3, 4, 8, 6, 2, 1, 4, 2, 7 |
13 |
225 |
7 |
367 |
2003 | |
|
Rules of Play (Katie Salen, Eric Zimmerman) | 4, 8, 3, 3, 8, 5, 3, 1, 1, 6, 4, 2 |
11 |
6 |
2 |
615 |
2005 | |
|
Computer Science Education 2/2005 | 10, 2, 3, 4, 3, 8, 3, 2, 1, 4, 3, 1 |
8 |
5 |
1 |
337 |
2005 | |
|
ICER 2005 (Richard J. Anderson, Sally Fincher, Mark Guzdial) | 6, 6, 2, 7, 4, 1, 2, 1, 5, 6, 2, 7 |
29 |
63 |
7 |
498 |
2006 | |
|
Serious Games (David Michael, Sande Chen) | 3, 1, 6, 3, 3, 7, 8, 1, 1, 4, 2, 3 |
19 |
2 |
3 |
403 |
2006 | |
|
The Cambridge Handbook of the Learning Sciences (R. Keith Sawyer) | 3, 3, 6, 5, 3, 5, 13, 3, 4, 14, 2, 9 |
80 |
71 |
9 |
1221 |
2006 | |
|
ICER 2006 (Richard J. Anderson, Sally Fincher, Mark Guzdial) | 2, 6, 3, 3, 5, 7, 2, 2, 2, 8, 2, 1 |
32 |
61 |
1 |
481 |
2006 | |
|
Migrationshintergrund, Minderheitenzugehörigkeit und Bildungserfolg (Janet Ward Schofield) | 5, 4, 5, 2, 7, 8, 1, 1, 1, 3, 2, 3 |
3 |
22 |
3 |
946 |
2007 | |
|
Computer Science Education 1/2007 | 2, 4, 2, 4, 4, 4, 6, 4, 2, 4, 2, 1 |
1 |
7 |
1 |
281 |
2007 | |
|
ITiCSE 2007 (Janet Hughes, D. Ramanee Peiris, Paul T. Tymann) | 1, 1, 8, 3, 3, 6, 5, 1, 4, 11, 3, 9 |
57 |
264 |
9 |
1060 |
2007 | |
|
Grundsätze und Standards für die Informatik in der Schule (Hermann Puhlmann, Torsten Brinda, Michael Fothe, Steffen Friedrich, Bernhard Koerber, Gerhard Röhner, Carsten Schulte) | 8, 3, 3, 10, 22, 3, 3, 2, 6, 16, 9, 13 |
85 |
38 |
13 |
2072 |
2007 | |
|
INFOS 2007 - Didaktik der Informatik in Theorie und Praxis (Sigrid E. Schubert) | 6, 6, 5, 11, 19, 4, 2, 1, 6, 15, 2, 10 |
72 |
303 |
10 |
3027 |
2007 | |
|
ICER 2007 (Richard J. Anderson, Sally Fincher, Mark Guzdial) | 4, 3, 1, 5, 10, 2, 1, 1, 1, 10, 2, 5 |
37 |
49 |
5 |
471 |
2007 | |
|
SIGCSE 2007 (Ingrid Russell, Susan M. Haller, J. D. Dougherty, Susan H. Rodger) | |
32 |
343 |
0 |
0 |
2008 | |
|
Interesse wecken und Grundkenntnisse vermitteln (Marco Thomas, Michael Weigend) | 1, 4, 5, 4, 4, 5, 9, 3, 2, 10, 2, 4 |
12 |
99 |
4 |
1696 |
2008 | |
|
ITiCSE 2008 (June Amillo, Cary Laxer, Ernestina Menasalvas Ruiz, Alison Young) | 2, 4, 4, 3, 6, 9, 6, 2, 1, 5, 2, 7 |
37 |
274 |
7 |
1550 |
2008 | |
|
Informatics Education - Supporting Computational Thinking (Roland Mittermeir, Maciej M. Syslo) | 3, 3, 8, 2, 3, 5, 12, 2, 1, 9, 2, 8 |
28 |
205 |
8 |
1278 |
2008 | |
|
ICER 2008 (Michael E. Caspersen, Raymond Lister, Mike Clancy) | 4, 1, 3, 3, 4, 5, 5, 2, 2, 9, 2, 4 |
54 |
46 |
4 |
485 |
2008 | |
|
SIGCSE 2008 (J. D. Dougherty, Susan H. Rodger, Sue Fitzgerald, Mark Guzdial) | 6, 4, 4, 7, 10, 3, 1, 1, 1, 11, 1, 8 |
31 |
346 |
8 |
432 |
2009 | |
|
Reflexive Grounded Theory (Franz Breuer) | 2, 1, 2, 4, 2, 5, 10, 5, 1, 12, 1, 3 |
5 |
10 |
3 |
588 |
2009 | |
|
ITiCSE 2009 (Patrick Brézillon, Ingrid Russell, Jean-Marc Labat) | 7, 4, 5, 5, 12, 3, 3, 1, 5, 8, 1, 8 |
40 |
315 |
8 |
1279 |
2009 | |
|
SIGCSE 2009 (Sue Fitzgerald, Mark Guzdial, Gary Lewandowski, Steven A. Wolfman) | 2, 1, 7, 2, 3, 8, 9, 3, 1, 11, 1, 8 |
34 |
338 |
8 |
396 |
2010 | |
|
Entwicklungspsychologie des Kindes- und Jugendalters (Arnold Lohaus, Marc Vierhaus, Asja Maass) | 11, 2, 1, 1, 4, 9, 2, 3, 1, 5, 2, 1 |
5 |
8 |
1 |
459 |
2010 | |
|
Teaching Fundamental Concepts of Informatics (Juraj Hromkovic, Rastislav Královic, Jan Vahrenhold) | 3, 5, 4, 5, 3, 6, 9, 4, 2, 9, 4, 5 |
22 |
124 |
5 |
1030 |
2010 | |
|
ICER 2010 (Michael E. Caspersen, Michael J. Clancy, Kate Sanders) | 2, 4, 3, 3, 6, 14, 1, 1, 3, 9, 4, 5 |
40 |
67 |
5 |
509 |
2010 | |
|
Koli Calling 2010 (Carsten Schulte, Jarkko Suhonen) | 2, 8, 2, 3, 5, 9, 3, 1, 2, 7, 3, 8 |
15 |
93 |
8 |
427 |
2011 | |
|
Biographische Lern- und Bildungsprozesse im Handlungskontext der Computernutzung (Maria Knobelsdorf) | 2, 3, 3, 5, 7, 3, 8, 9, 2, 14, 2, 7 |
13 |
16 |
7 |
611 |
2011 | |
|
ITiCSE 2011 (Guido Rößling, Thomas L. Naps, Christian Spannagel) | 5, 3, 6, 7, 9, 2, 4, 5, 4, 9, 1, 8 |
64 |
324 |
8 |
2942 |
2011 | |
|
Informatik in Bildung und Beruf (Marco Thomas) | 3, 2, 4, 11, 20, 4, 1, 3, 4, 11, 1, 11 |
50 |
331 |
11 |
1494 |
2011 | |
|
SIGCSE 2011 (Thomas J. Cortina, Ellen Lowenfeld Walker, Laurie A. Smith King, David R. Musicant) | 2, 8, 2, 3, 8, 9, 1, 1, 1, 10, 3, 8 |
32 |
311 |
8 |
391 |
2012 | |
|
Computer Science Education 2/2012 | 2, 2, 3, 2, 3, 5, 5, 7, 2, 6, 3, 1 |
2 |
13 |
1 |
417 |
2012 | |
|
Structured Computer Organization (Andrew S. Tanenbaum) | 1, 4, 2, 3, 3, 4, 7, 8, 3, 13, 1, 7 |
6 |
5 |
7 |
132 |
2012 | |
|
Perspektivrahmen Sachunterricht (Gesellschaft für Didaktik des Sachunterrichts (GDSU)) | 4, 5, 8, 6, 7, 2, 2, 1, 2, 9, 4, 6 |
26 |
5 |
6 |
499 |
2012 | |
|
ICER 2012 (Alison Clear, Kate Sanders, Beth Simon) | 1, 5, 5, 3, 5, 12, 1, 1, 4, 8, 3, 6 |
33 |
99 |
6 |
531 |
2012 | |
|
SIGCSE 2012 (Laurie A. Smith King, David R. Musicant, Tracy Camp, Paul T. Tymann) | 4, 6, 6, 8, 14, 8, 1, 2, 2, 18, 4, 15 |
47 |
610 |
15 |
573 |
2012 | |
|
WIPSCE '12 | 3, 3, 6, 5, 3, 6, 11, 3, 1, 9, 2, 7 |
23 |
139 |
7 |
562 |
2013 | |
|
Computer Science Education 3/2013 | 2, 3, 3, 2, 3, 5, 6, 11, 4, 7, 1, 4 |
26 |
42 |
4 |
558 |
2013 | |
|
ICER 2013 (Beth Simon, Alison Clear, Quintin I. Cutts) | 4, 1, 5, 2, 4, 7, 11, 2, 2, 7, 3, 5 |
52 |
130 |
5 |
553 |
2013 | |
|
Proceedings of the 8th Workshop in Primary and Secondary Computing Education, WiPSCE '13, Aarhus, Denmark, November 11-13, 2013 (Michael E. Caspersen, Maria Knobelsdorf, Ralf Romeike) | 4, 5, 3, 4, 5, 11, 2, 2, 2, 8, 3, 7 |
29 |
165 |
7 |
440 |
2013 | |
|
SIGCSE 2013 (Tracy Camp, Paul T. Tymann, J. D. Dougherty, Kris Nagel) | 1, 7, 3, 1, 8, 16, 6, 2, 1, 4, 19, 11 |
41 |
614 |
11 |
522 |
2013 | |
|
International Computer and Information Literacy Study (Julian Fraillon, Wolfram Schulz, John Ainley) | 5, 3, 5, 5, 4, 7, 9, 3, 1, 8, 3, 8 |
45 |
19 |
8 |
851 |
2014 | |
|
Connected Code (Yasmin B. Kafai, Quinn Burke) | 3, 6, 5, 12, 16, 2, 2, 1, 6, 19, 7, 9 |
20 |
108 |
9 |
1115 |
2014 | |
|
SIGCSE 2014 (J. D. Dougherty, Kris Nagel, Adrienne Decker, Kurt Eiselt) | 1, 5, 3, 3, 9, 11, 4, 2, 3, 17, 2, 10 |
55 |
591 |
10 |
563 |
2014 | |
|
WiPSCE 2014 (Carsten Schulte, Michael E. Caspersen, Judith Gal-Ezer) | 4, 5, 1, 9, 20, 2, 3, 2, 3, 12, 2, 10 |
68 |
260 |
10 |
828 |
2014 | |
|
Preparing for Life in a Digital Age (Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt) | 4, 6, 8, 3, 3, 8, 14, 4, 1, 9, 4, 4 |
59 |
57 |
4 |
877 |
2015 | |
|
Digital Citizenship in Schools (Mike Ribble) | 5, 2, 5, 6, 1, 8, 6, 1, 2, 1, 7, 4 |
5 |
15 |
4 |
1110 |
2015 | |
|
SIGCSE 2015 (Adrienne Decker, Kurt Eiselt, Carl Alphonce, Jodi Tims) | 18, 16, 13, 16, 17, 6, 6, 7, 4, 1, 1, 5 |
48 |
928 |
3 |
198 |
2015 | |
|
Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) | 6, 2, 3, 5, 13, 2, 2, 1, 4, 11, 2, 8 |
55 |
251 |
8 |
597 |
2015 | |
|
Informatik allgemeinbildend begreifen (Jens Gallenbacher) | 1, 3, 4, 2, 7, 16, 4, 1, 3, 12, 2, 8 |
45 |
270 |
8 |
930 |
2015 | |
|
ICER 2015 (Brian Dorn, Judy Sheard, Quintin I. Cutts) | 2, 4, 2, 4, 6, 19, 3, 2, 3, 12, 4, 7 |
55 |
218 |
7 |
628 |
2015 | |
|
Learner-Centered Design of Computing Education (Mark Guzdial) | 4, 5, 2, 10, 13, 3, 1, 1, 3, 13, 2, 10 |
17 |
106 |
10 |
766 |
2016 | |
|
Developing Computational Thinking in Compulsory Education (Stefania Bocconi, Augusto Chioccariello, Giuliana Dettori, Anusca Ferrari, Katja Engelhardt) | 6, 1, 3, 5, 18, 3, 1, 1, 1, 7, 3, 4 |
16 |
27 |
4 |
459 |
2016 | |
|
Bildungsstandards Informatik für die Sekundarstufe II (Gerhard Röhner, Torsten Brinda, Volker Denke, Lutz Hellmig, Theo Heußer, Arno Pasternak, Andreas Schwill, Monika Seiffert) | 5, 5, 2, 6, 13, 3, 1, 1, 1, 11, 5, 7 |
24 |
23 |
7 |
655 |
2016 | |
|
ICER 2016 (Judy Sheard, Josh Tenenberg, Donald Chinn, Brian Dorn) | 2, 5, 4, 2, 7, 16, 2, 1, 1, 9, 2, 6 |
45 |
144 |
6 |
560 |
2016 | |
|
Proceedings of the 11th Workshop in Primary and Secondary Computing Education (WiPSCE 2016) (Jan Vahrenhold, Erik Barendsen) | 2, 4, 3, 2, 6, 11, 3, 2, 1, 7, 3, 7 |
38 |
156 |
7 |
556 |
2016 | |
|
Informatics in Schools: Improvement of Informatics Knowledge and Perception (Andrej Brodnik, Françoise Tort) | 4, 1, 5, 1, 4, 5, 17, 6, 1, 10, 3, 4 |
36 |
133 |
4 |
463 |
2017 | |
|
Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) | 6, 2, 6, 5, 14, 3, 2, 1, 6, 9, 3, 7 |
22 |
200 |
7 |
568 |
2017 | |
|
Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing (Arthur Tatnall, Mary Webb) | 4, 7, 6, 11, 23, 7, 5, 2, 7, 14, 5, 10 |
22 |
401 |
10 |
332 |
2017 | |
|
Coding as a Playground (Marina Umaschi Bers) | 1, 1, 5, 6, 4, 12, 8, 2, 4, 4, 3, 1 |
7 |
21 |
1 |
391 |
2017 | |
|
Lifelong Kindergarten (Mitchel Resnick) | 5, 7, 4, 5, 6, 11, 3, 1, 7, 17, 3, 11 |
31 |
80 |
11 |
968 |
2017 | |
|
Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (Ira Diethelm) | 1, 9, 6, 6, 7, 32, 6, 1, 4, 21, 3, 17 |
110 |
648 |
17 |
916 |
2017 | |
|
Proceedings of the 12th Workshop on Primary and Secondary Computing Education, WiPSCE 2017, Nijmegen, The Netherlands, November 8-10, 2017 (Erik Barendsen, Peter Hubwieser) | 2, 5, 2, 2, 6, 14, 4, 1, 1, 10, 2, 7 |
43 |
62 |
7 |
479 |
2018 | |
|
Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) | 7, 2, 2, 6, 24, 6, 4, 1, 4, 16, 2, 8 |
46 |
600 |
8 |
528 |
2018 | |
|
SIGCSE 2018 (Tiffany Barnes, Daniel D. Garcia, Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones) | 7, 7, 4, 11, 16, 10, 2, 1, 5, 20, 5, 12 |
31 |
1061 |
12 |
677 |
2018 | |
|
Computer Science Education (Sue Sentance, Erik Barendsen, Carsten Schulte) | 6, 7, 1, 14, 8, 15, 5, 2, 4, 9, 3, 7 |
21 |
77 |
7 |
692 |
2018 | |
|
ICER 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) | 5, 4, 4, 8, 14, 5, 1, 1, 3, 10, 2, 7 |
50 |
229 |
7 |
589 |
2018 | |
|
Koli Calling 2018 (Mike Joy, Petri Ihantola) | 2, 4, 4, 2, 5, 14, 4, 3, 2, 7, 3, 4 |
18 |
99 |
4 |
533 |
2018 | |
|
Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018. (Andreas Mühling, Quintin I. Cutts) | 7, 5, 6, 8, 14, 6, 1, 2, 1, 13, 5, 8 |
28 |
164 |
8 |
620 |
2018 | |
|
Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) | 5, 2, 3, 8, 18, 9, 2, 3, 2, 13, 2, 8 |
14 |
311 |
8 |
260 |
2018 | |
|
Medienpädagogik und Didaktik der Informatik | 4, 5, 3, 6, 26, 3, 2, 1, 3, 14, 2, 12 |
13 |
107 |
12 |
561 |
2019 | |
|
SIGCSE 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) | 1, 5, 4, 1, 8, 6, 7, 1, 1, 13, 2, 9 |
36 |
249 |
9 |
653 |
2019 | |
|
The Cambridge Handbook of Computing Education Research (Sally Fincher, Anthony V. Robins) | 3, 1, 8, 3, 3, 11, 18, 4, 2, 15, 6, 7 |
25 |
52 |
7 |
572 |
2019 | |
|
Agile Schule (Peter Brichzin, Petra Kastl, Ralf Romeike) | 2, 3, 6, 6, 3, 6, 9, 4, 2, 9, 3, 3 |
7 |
15 |
3 |
384 |
2019 | |
|
ICER 2019 (Robert McCartney, Andrew Petersen, Anthony V. Robins, Adon Moskal) | 1, 4, 4, 4, 9, 16, 6, 1, 4, 8, 5, 8 |
26 |
261 |
8 |
609 |
2019 | |
|
Informatik für alle (Arno Pasternak) | 2, 7, 4, 2, 11, 38, 6, 1, 2, 17, 4, 9 |
81 |
519 |
9 |
725 |
2019 | |
|
ITiCSE 2019 (Bruce Scharlau, Roger McDermott, Arnold Pears, Mihaela Sabin) | 6, 3, 3, 6, 13, 6, 2, 1, 3, 12, 3, 9 |
22 |
308 |
9 |
624 |
2019 | |
|
Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 | 3, 5, 5, 8, 21, 4, 2, 1, 4, 6, 5, 6 |
18 |
299 |
6 |
199 |
2019 | |
|
ICILS 2018 #NRW (Birgit Eickelmann, Corinna Massek, Amelie Labusch) | 1, 2, 4, 2, 4, 5, 8, 4, 2, 6, 2, 2 |
5 |
2 |
2 |
278 |
2020 | |
|
WiPSCE '20 (Torsten Brinda, Michal Armoni) | 4, 5, 2, 9, 39, 3, 3, 1, 3, 10, 1, 9 |
15 |
395 |
9 |
229 |
2021 | |
|
Informatik - Bildung von Lehrkräften in allen Phasen (Ludger Humbert) | 10, 5, 9, 11, 29, 8, 1, 3, 7, 23, 3, 11 |
25 |
439 |
11 |
559 |
2021 | |
|
Computational Thinking in Education (Aman Yadav, Ulf Dalvad Berthelsen) | 2, 7, 2, 5, 10, 19, 4, 2, 3, 13, 2, 4 |
13 |
140 |
4 |
304 |
|
Texte | Jahr | | Umschlag | Titel | Abrufe | IB | OB | KB | LB |
---|
| |
|
Learnable Programming (David Bau, Jeff Gray, Caitlin Kelleher, Josh Sheldon, Franklyn A. Turbak) | 2, 4, 6, 4, 5, 5, 1, 1, 5, 5, 4, 5 |
12 |
20 |
5 |
390 |
| |
|
Measuring Computational Thinking (Josef Guggemos, Sabine Seufert, Marcos Román-González) | 2, 5, 4, 4, 5, 9, 3, 1, 2, 4, 4, 2 |
3 |
11 |
2 |
196 |
1983 | |
|
Logo Programming and Problem Solving (Roy Pea) | 3, 3, 6, 5, 2, 7, 9, 2, 3, 9, 2, 5 |
7 |
16 |
5 |
471 |
1986 | |
|
Those who understand (L. Shulman) | 3, 1, 5, 5, 2, 10, 16, 4, 10, 3, 12, 9 |
114 |
7 |
9 |
1640 |
1990 | |
|
Situating Constructionism (Seymour Papert, Idit Harel) | 4, 2, 4, 4, 6, 12, 7, 3, 2, 9, 3, 4 |
58 |
11 |
4 |
951 |
1992 | |
|
Mental Models of the Earth (Stella Vosniadou, William F. Brewer) | 4, 2, 1, 4, 7, 6, 2, 3, 1, 2, 2, 2 |
7 |
5 |
2 |
177 |
1995 | |
|
Multicodierung und Multimodalität im Lernprozess (Bernd Weidenmann) | 6, 3, 3, 6, 4, 9, 10, 3, 3, 12, 2, 8 |
42 |
40 |
8 |
3528 |
1996 | |
|
An Exploration in the Space of Mathematics Educations (Seymour Papert) | 2, 3, 2, 5, 4, 5, 2, 1, 2, 7, 2, 7 |
9 |
27 |
7 |
342 |
1998 | |
|
Constructivism in Computer Science Education (Mordechai Ben-Ari) | 2, 4, 4, 4, 9, 10, 4, 1, 3, 17, 2, 9 |
25 |
27 |
9 |
573 |
1999 | |
|
Concept cartoons, teaching and learning in science (Brenda Keogh, Stuart Naylor) | 2, 6, 5, 7, 1, 6, 5, 4, 5, 3, 5, 4 |
8 |
9 |
4 |
127 |
2001 | |
|
Concept of Competence (Franz. E. Weinert) | 6, 3, 1, 5, 3, 3, 9, 6, 4, 5, 2, 2 |
24 |
1 |
2 |
526 |
2002 | |
|
The effects of pair-programming on performance in an introductory programming course (Charlie McDowell, Linda L. Werner, Heather E. Bullock, Julian Fernald) | 7, 4, 5, 4, 3, 7, 9, 1, 3, 3, 2, 1 |
5 |
5 |
1 |
185 |
2003 | |
|
Learning and Teaching Programming (Anthony Robins, Janet Rountree, Nathan Rountree) | |
23 |
7 |
0 |
0 |
2003 | |
|
Mental models of recursion (Tina Götschi, Ian D. Sanders, Vashti Galpin) | 3, 1, 2, 2, 6, 7, 4, 1, 2, 4, 2, 1 |
4 |
12 |
1 |
313 |
2005 | |
|
A Survey of Automated Assessment Approaches for Programming Assignments (Kirsti Ala-Mutka) | |
8 |
1 |
0 |
0 |
2005 | |
|
Lowering the barriers to programming (Caitlin Kelleher, Randy Pausch) | 1, 4, 4, 3, 7, 9, 1, 1, 2, 11, 4, 5 |
49 |
17 |
5 |
708 |
2005 | |
|
What does it take to learn 'programming thinking'? (Anna Eckerdal, Michael Thuné, Anders Berglund) | 1, 3, 3, 7, 1, 3, 7, 5, 1, 2, 3, 4 |
2 |
1 |
4 |
196 |
2005 | |
|
Factors affecting the success of non-majors in learning to program (Susan Wiedenbeck) | 2, 1, 2, 4, 3, 6, 7, 5, 2, 3, 2, 1 |
5 |
2 |
1 |
223 |
2005 | |
|
An investigation of potential success factors for an introductory model-driven programming course (Jens Bennedsen, Michael E. Caspersen) | 1, 3, 2, 4, 4, 4, 4, 6, 10, 5, 4, 1 |
5 |
2 |
1 |
209 |
2006 | |
|
Constructionism (Yasmin B. Kafai) | 4, 1, 6, 2, 5, 7, 12, 5, 2, 10, 3, 3 |
15 |
34 |
3 |
737 |
2006 | |
|
Parson's Programming Puzzles (Dale Parsons, Patricia Haden) | 5, 4, 4, 3, 3, 3, 5, 5, 1, 3, 3, 3 |
18 |
7 |
3 |
304 |
2006 | |
|
Computational Thinking (Jeannette M. Wing) | 8, 7, 5, 18, 29, 4, 3, 2, 6, 14, 5, 15 |
189 |
21 |
15 |
1290 |
2006 | |
|
Stereotype Threat (Kira Alexander, Janet Ward Schofield) | |
1 |
1 |
0 |
0 |
2006 | |
|
Why students drop out CS1 course? (Päivi Kinnunen, Lauri Malmi) | 5, 3, 3, 3, 3, 6, 6, 2, 1, 5, 3, 1 |
5 |
1 |
1 |
210 |
2006 | |
|
A role-based analysis model for the evaluation of novices' programming knowledge development (Pauli Byckling, Jorma Sajaniemi) | 6, 7, 2, 1, 3, 2, 5, 5, 2, 1, 4, 2 |
1 |
4 |
2 |
181 |
2007 | |
|
A social construction approach to computer science education (Philip Machanick) | |
1 |
1 |
0 |
0 |
2007 | |
|
Factors in novice programmers' poor tracing skills (Vesa Vainio, Jorma Sajaniemi) | |
2 |
2 |
0 |
0 |
2007 | |
|
Das informatische Weltbild von Studierenden (Maria Knobelsdorf, Carsten Schulte) | 3, 1, 3, 4, 2, 4, 10, 3, 1, 11, 1, 7 |
11 |
9 |
7 |
711 |
2007 | |
|
Strictly models and objects first (Ira Diethelm) | 2, 1, 2, 3, 3, 5, 6, 4, 2, 4, 3, 3 |
6 |
9 |
3 |
588 |
2007 | |
|
Attitudes towards computer science-computing experiences as a starting point and barrier to computer science (Carsten Schulte, Maria Knobelsdorf) | 4, 2, 5, 2, 4, 6, 16, 2, 1, 9, 2, 3 |
11 |
8 |
3 |
429 |
2007 | |
|
Suggestions for graduated exposure to programming concepts using fading worked examples (Simon Gray, Caroline St. Clair, Richard James, Jerry Mead) | 1, 2, 1, 5, 4, 4, 5, 7, 1, 4, 2, 1 |
3 |
2 |
1 |
187 |
2007 | |
|
Threshold concepts in computer science (Jonas Boustedt, Anna Eckerdal, Robert McCartney, Jan Erik Moström, Mark Ratcliffe 0001, Kate Sanders, Carol Zander) | |
3 |
4 |
0 |
0 |
2008 | |
|
Die duale Natur digitaler Artefakte als Kern Informatischer Bildung (Carsten Schulte) | 1, 2, 1, 2, 5, 7, 9, 2, 1, 8, 3, 1 |
4 |
10 |
1 |
651 |
2008 | |
|
Engaging with computer science through magic shows (Paul Curzon, Peter W. McOwan) | |
7 |
2 |
0 |
0 |
2008 | |
|
Going SOLO to assess novice programmers (Judy Sheard, Angela Carbone, Raymond Lister, Beth Simon, Errol Thompson, Jacqueline L. Whalley) | |
5 |
2 |
0 |
0 |
2008 | |
|
Duality Reconstruction - Teaching Digital Artifacts from a Socio-technical Perspective (Carsten Schulte) | |
3 |
4 |
0 |
0 |
2008 | |
|
Evaluating a new exam question (Paul Denny, Andrew Luxton-Reilly, Beth Simon) | 1, 4, 3, 1, 7, 12, 3, 2, 3, 5, 3, 2 |
14 |
9 |
2 |
350 |
2008 | |
|
Relationships between reading, tracing and writing skills in introductory programming (Mike Lopez, Jacqueline L. Whalley, Phil Robbins, Raymond Lister) | 2, 4, 1, 3, 8, 14, 1, 1, 1, 4, 3, 1 |
15 |
3 |
1 |
305 |
2008 | |
|
Block Model (Carsten Schulte) | 2, 2, 4, 3, 4, 7, 5, 2, 2, 3, 2, 1 |
9 |
1 |
1 |
200 |
2008 | |
|
A novel approach to K-12 CS education (Mindy Hart, James P. Early, Dennis Brylow) | |
1 |
5 |
0 |
0 |
2009 | |
|
Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (Raymond Lister, Colin J. Fidge, Donna Teague) | |
9 |
3 |
0 |
0 |
2009 | |
|
Bridging ICT and CS (Torsten Brinda, Hermann Puhlmann, Carsten Schulte) | |
11 |
2 |
0 |
0 |
2009 | |
|
Exploring factors that influence computer science introductory course students to persist in the major (Lecia Barker, Charlie McDowell, Kimberly Kalahar) | |
4 |
4 |
0 |
0 |
2009 | |
|
Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) | 5, 2, 3, 6, 30, 2, 2, 1, 6, 12, 4, 3 |
88 |
28 |
3 |
1029 |
2010 | |
|
The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders (Philipp Brauner, Thiemo Leonhardt, Martina Ziefle, Ulrik Schroeder) | |
3 |
7 |
0 |
0 |
2010 | |
|
Experiencing programming assignments in CS1 (Päivi Kinnunen, Beth Simon) | 5, 1, 2, 3, 4, 3, 7, 5, 3, 1, 4, 2 |
8 |
7 |
2 |
260 |
2010 | |
|
Building theory about computing education phenomena (Päivi Kinnunen, Beth Simon) | 3, 1, 4, 1, 3, 3, 7, 8, 2, 1, 2, 2 |
2 |
5 |
2 |
192 |
2011 | |
|
Habits of programming in scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) | 1, 6, 2, 2, 8, 10, 1, 2, 5, 11, 5, 2 |
30 |
10 |
2 |
727 |
2011 | |
|
Extreme apprenticeship method (Arto Vihavainen, Matti Paksula, Matti Luukkainen, Jaakko Kurhila) | |
2 |
2 |
0 |
0 |
2011 | |
|
Relationship between text and action conceptions of programming (Anna Eckerdal, Mikko-Jussi Laakso, Mike Lopez, Amitrajit Sarkar) | |
2 |
3 |
0 |
0 |
2011 | |
|
Agiler Informatikunterricht (Timo Göttel) | 1, 1, 3, 3, 3, 7, 9, 3, 3, 3, 2, 1 |
2 |
16 |
1 |
501 |
2011 | |
|
Extreme apprenticeship method in teaching programming for beginners (Arto Vihavainen, Matti Paksula, Matti Luukkainen) | |
4 |
4 |
0 |
0 |
2012 | |
|
Phenomenography and grounded theory as research methods in computing education research field (Päivi Kinnunen, Beth Simon) | |
1 |
4 |
0 |
0 |
2012 | |
|
Computer Science: A curriculum for schools (Computing at School Working Group) | 11, 1, 1, 4, 4, 2, 5, 6, 3, 3, 4, 2 |
8 |
4 |
2 |
335 |
2012 | |
|
Challenge and creativity | |
6 |
4 |
0 |
0 |
2012 | |
|
Email for you (only?) (Andreas Gramm, Malte Hornung, Helmut Witten) | |
4 |
4 |
0 |
0 |
2012 | |
|
The school experiment InTech (Claudia Hildebrandt, Ira Diethelm) | |
1 |
4 |
0 |
0 |
2012 | |
|
The abstraction transition taxonomy (Quintin I. Cutts, Sarah Esper, Marlena Fecho, Stephen R. Foster, Beth Simon) | 1, 3, 1, 2, 4, 1, 5, 4, 2, 1, 1, 2 |
3 |
1 |
2 |
139 |
2012 | |
|
The fairy performance assessment (Linda L. Werner, Jill Denner, Shannon Campe, Damon Chizuru Kawamoto) | |
8 |
7 |
0 |
0 |
2012 | |
|
An investigation of secondary school students' conceptions on how the internet works (Ira Diethelm, Henning Wilken, Stefan Zumbrägel) | 1, 3, 3, 3, 1, 7, 16, 2, 3, 7, 3, 2 |
6 |
13 |
2 |
202 |
2013 | |
|
Learning computer science concepts with Scratch (Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari) | 5, 1, 5, 6, 4, 6, 19, 3, 3, 9, 3, 2 |
24 |
35 |
2 |
596 |
2013 | |
|
Informatics education: Europe cannot afford to miss the boat (Walter Gander, Antoine Petit, Gérard Berry, Barbara Demo, Jan Vahrenhold, Andrew D. McGettrick, Roger D. Boyle, Michèle Drechsler, Avi Mendelson, Chris Stephenson, Carlo Ghezzi, Bertrand Meyer) | 4, 5, 2, 6, 14, 2, 3, 2, 8, 10, 2, 4 |
20 |
25 |
4 |
990 |
2013 | |
|
Modeling the learning progressions of computational thinking of primary grade students (Linda M. Seiter, Brendan Foreman) | 1, 5, 4, 4, 6, 5, 2, 1, 1, 5, 3, 2 |
17 |
7 |
2 |
311 |
2013 | |
|
Scout patrol secret grilles (Pawel Perekietka, Agnieszka Kukla, Przemyslaw Pela) | |
1 |
5 |
0 |
0 |
2013 | |
|
Adoption of new computer science high school standards by New Zealand teachers (David Thompson, Tim Bell) | |
3 |
5 |
0 |
0 |
2013 | |
|
ACM/IEEE-CS computer science curriculum 2013 (Mehran Sahami, Steve Roach, Ernesto Cuadros-Vargas, Richard LeBlanc) | |
3 |
5 |
0 |
0 |
2013 | |
|
Hairball (Bryce Boe, Charlotte Hill, Michelle Len, Greg Dreschler, Phillip Conrad, Diana Franklin) | |
6 |
6 |
0 |
0 |
2013 | |
|
Online python tutor (Philip J. Guo) | |
7 |
4 |
0 |
0 |
2014 | |
|
Scratch vs. Karel (Alexander Ruf, Andreas Mühling, Peter Hubwieser) | 1, 7, 3, 5, 6, 5, 2, 1, 3, 13, 3, 3 |
11 |
29 |
3 |
587 |
2014 | |
|
A comparison of the field data management and its representation in secondary CS curricula (Andreas Grillenberger, Ralf Romeike) | 3, 4, 3, 6, 2, 3, 6, 11, 5, 4, 3, 1 |
12 |
10 |
1 |
480 |
2014 | |
|
Exploring computer science (Gail Chapman, Joanna Goode) | |
16 |
3 |
0 |
0 |
2014 | |
|
Curriculum is not enough (Joanna Goode, Jane Margolis, Gail Chapman) | |
8 |
5 |
0 |
0 |
2014 | |
|
Identifying challenging CS1 concepts in a large problem dataset (Yuliya Cherenkova, Daniel Zingaro, Andrew Petersen) | |
4 |
4 |
0 |
0 |
2015 | |
|
Analysis of Interactive Features Designed to Enhance Learning in an Ebook (Barbara J. Ericson, Mark Guzdial, Briana B. Morrison) | 5, 7, 3, 4, 2, 5, 8, 3, 4, 2, 2, 2 |
6 |
4 |
2 |
271 |
2015 | |
|
Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs (David Weintrop, Uri Wilensky) | 4, 3, 4, 5, 12, 1, 1, 1, 4, 8, 3, 5 |
16 |
25 |
5 |
434 |
2015 | |
|
Prozessorientierte Software-Entwicklung im Informatikunterricht (Hanno Schauer) | |
1 |
4 |
0 |
0 |
2015 | |
|
A Pilot Computer Science and Programming Course for Primary School Students (Caitlin Duncan, Tim Bell) | 2, 5, 3, 3, 7, 11, 2, 1, 2, 5, 2, 2 |
8 |
19 |
2 |
381 |
2015 | |
|
Students' Attitudes and Motivation During Robotics Activities (Fatima Kaloti-Hallak, Michal Armoni, Mordechai Ben-Ari) | |
2 |
10 |
0 |
0 |
2015 | |
|
Dr. Scratch (Jesús Moreno-León, Gregorio Robles) | 11, 1, 4, 2, 3, 3, 7, 8, 2, 6, 3, 2 |
14 |
11 |
2 |
352 |
2015 | |
|
Searching for Barriers to Learning Iteration and Runtime in Computer Science (Philipp Shah, Dino Capovilla, Peter Hubwieser) | |
2 |
5 |
0 |
0 |
2015 | |
|
What Does It Take to Do Computer Programming? (Antti-Jussi Lakanen, Ville Isomöttönen) | |
1 |
8 |
0 |
0 |
2016 | |
|
What children ask about computers, the Internet, robots, mobiles, games etc (Christian Borowski, Ira Diethelm, Henning Wilken) | 4, 5, 5, 2, 7, 11, 6, 2, 1, 3, 4, 2 |
11 |
13 |
2 |
444 |
2016 | |
|
Towards Supporting Scientific Inquiry in Computer Science Education (Sandra Schulz, Niels Pinkwart) | |
4 |
5 |
0 |
0 |
2016 | |
|
Replication, Validation, and Use of a Language Independent CS1 Knowledge Assessment (Miranda C. Parker, Mark Guzdial, Shelly Engelman) | |
7 |
1 |
0 |
0 |
2016 | |
|
How Kids Code and How We Know (Efthimia Aivaloglou, Felienne Hermans) | |
9 |
3 |
0 |
0 |
2016 | |
|
How to Attract the Girls (Peter Hubwieser, Elena Hubwieser, Dorothee Graswald) | 1, 1, 1, 8, 1, 4, 6, 7, 4, 3, 3, 3 |
8 |
12 |
3 |
272 |
2016 | |
|
Bildung in der digitalen Welt (Kultusministerkonferenz) | 8, 6, 3, 6, 23, 8, 3, 3, 7, 13, 1, 10 |
290 |
23 |
10 |
871 |
2017 | |
|
Assessing Algorithmic and Computational Thinking in K-12 (Shuchi Grover) | 5, 2, 2, 2, 5, 4, 5, 8, 1, 9, 2, 2 |
4 |
10 |
2 |
285 |
2017 | |
|
Misconceptions About Computer Science (Peter Denning, Matti Tedre, Pat Yongpradit) | 2, 2, 5, 5, 5, 10, 4, 1, 1, 8, 2, 5 |
5 |
33 |
5 |
430 |
2017 | |
|
Computer Science in the School Curriculum (Mary Webb, Tim Bell, Niki Davis, Yaacov J. Katz, Nicholas Reynolds, Dianne P. Chambers) | 5, 3, 3, 4, 7, 7, 2, 2, 2, 6, 4, 3 |
5 |
23 |
3 |
137 |
2017 | |
|
Informatische Bildung in der Sekundarstufe I an nordrhein-westfälischen Schulen (Johanna Borsch, Marco Thomas) | 1, 3, 1, 2, 1, 1, 3, 11, 3, 1, 3, 3 |
1 |
9 |
3 |
78 |
2017 | |
|
Das Konzept Nature of Computer Science (Yannick Schneider, Andreas Mühling) | 5, 3, 2, 4, 4, 8, 11, 8, 1, 7, 4, 2 |
1 |
14 |
2 |
123 |
2017 | |
|
Schülerinteresse an Informatik und Informatikunterricht (Torsten Brinda, David Tobinski, Stefan Schwinem) | 3, 2, 1, 1, 6, 7, 4, 3, 5, 7, 2, 5 |
3 |
7 |
5 |
97 |
2017 | |
|
Opinions of CS Teachers in Secondary School Education about CS in Primary School Education (Andreas Dengel) | |
6 |
1 |
0 |
0 |
2017 | |
|
Which Computing-Related Conceptions Do Learners Have About the Design and Operation of Smartphones? (Torsten Brinda, Friederike Braun) | |
5 |
4 |
0 |
0 |
2017 | |
|
A Database is Like a Dresser With Lots of Sorted Drawers (Torsten Brinda, Thorsten Terjung) | |
5 |
2 |
0 |
0 |
2017 | |
|
The Profession of IT (Peter Denning) | 1, 2, 1, 2, 4, 5, 12, 1, 1, 3, 2, 1 |
11 |
6 |
1 |
272 |
2018 | |
|
Computer Science and Computational Thinking in the Curriculum (Aman Yadav, Phil Sands, Jon Good, Alex Lishinki) | 4, 1, 5, 3, 2, 7, 8, 1, 2, 8, 4, 3 |
3 |
17 |
3 |
182 |
2018 | |
|
Novice Programmers' Reasoning about Reversing Conditional Statements (Cruz Izu, Claudio Mirolo, Amali Weerasinghe) | |
1 |
4 |
0 |
0 |
2018 | |
|
Quantifying the Benefits of Prior Programming Experience in an Introductory Computer Science Course (Chris Wilcox, Albert Lionelle) | |
1 |
4 |
0 |
0 |
2018 | |
|
Computational Thinking for All (Fredrik Heintz, Linda Mannila) | |
2 |
9 |
0 |
0 |
2018 | |
|
Effects of Teacher Training in a Computer Science Principles Curriculum on Teacher and Student Skills, Confidence, and Beliefs (Karla R. Hamlen, Nigamanth Sridhar, Lisa Bievenue, Debbie K. Jackson, Anil Lalwani) | |
1 |
4 |
0 |
0 |
2018 | |
|
Teaching Computing in Primary Schools (Tim Bell, Caitlin Duncan) | |
5 |
6 |
0 |
0 |
2018 | |
|
Assessment of Computer Science (Sue Sentance, Cynthia C. Selby, Maria Kallia) | 1, 3, 2, 3, 10, 16, 3, 1, 1, 8, 6, 3 |
4 |
7 |
3 |
213 |
2018 | |
|
Misconceptions and the Beginner Programmer (Juha Sorva) | 2, 4, 2, 6, 5, 14, 2, 2, 6, 6, 3, 1 |
4 |
22 |
1 |
425 |
2018 | |
|
Blackbox, Five Years On (Neil C. C. Brown, Amjad AlTadmri, Sue Sentance, Michael Kölling) | |
4 |
3 |
0 |
0 |
2018 | |
|
Evaluating the Efficiency and Effectiveness of Adaptive Parsons Problems (Barbara J. Ericson, James D. Foley, Jochen Rick) | |
4 |
5 |
0 |
0 |
2018 | |
|
Digital Competence, Teacher Self-Efficacy and Training Needs (Linda Mannila, Lars-Åke Norden, Arnold Pears) | |
6 |
5 |
0 |
0 |
2018 | |
|
Are children perceiving robots as supporting or replacing humans? (Kathrin Müller, Carsten Schulte) | 6, 3, 1, 2, 2, 6, 9, 3, 1, 4, 2, 1 |
4 |
5 |
1 |
170 |
2018 | |
|
Infusing computational thinking into middle grade science classrooms (Veronica Cateté, Nicholas Lytle, Yihuan Dong, Danielle Boulden, Bita Akram, Jennifer Houchins, Tiffany Barnes, Eric N. Wiebe, James C. Lester, Bradford W. Mott, Kristy Boyer) | |
2 |
14 |
0 |
0 |
2018 | |
|
Middle School Learners' Conceptions of Social Networks (Torsten Brinda, Matthias Kramer, Yannick Beeck) | |
2 |
2 |
0 |
0 |
2018 | |
|
Impact of Physical Computing on Learner Motivation (Mareen Grillenberger, Ralf Romeike) | 2, 1, 5, 3, 2, 2, 4, 7, 2, 1, 3, 2 |
4 |
5 |
2 |
45 |
2018 | |
|
Standards for Higher Secondary Education for Computer Science in Germany (Arno Pasternak, Lutz Hellmig, Gerhard Röhner) | 1, 2, 1, 3, 2, 5, 11, 5, 1, 5, 3, 3 |
1 |
7 |
3 |
136 |
2018 | |
|
A Design-Based Research Approach for introducing Algorithmics and Programming to Bavarian Primary Schools (Katharina Geldreich, Alexandra Simon, Peter Hubwieser) | 3, 3, 4, 8, 4, 5, 12, 3, 2, 3, 2, 2 |
8 |
32 |
2 |
466 |
2019 | |
|
Block-based programming in computer science education (David Weintrop) | 4, 3, 3, 2, 9, 6, 1, 1, 2, 4, 2, 1 |
5 |
15 |
1 |
372 |
2019 | |
|
Was haben Staubsaugerroboter, Spielekonsolen und Smartphones gemeinsam? (Nils Pancratz, Ira Diethelm) | 1, 1, 2, 4, 5, 1, 5, 5, 4, 2, 6, 3 |
3 |
8 |
3 |
263 |
2019 | |
|
Informatikwissen im Schulalltag sichtbar machen (Bettina Waldvogel) | 1, 3, 2, 5, 2, 5, 9, 2, 3, 3, 2, 3 |
4 |
10 |
3 |
247 |
2019 | |
|
Aufgabe ist nicht gleich Aufgabe (Katharina Geldreich, Mike Talbot, Peter Hubwieser) | 8, 3, 6, 2, 4, 5, 9, 3, 1, 3, 4, 1 |
3 |
13 |
1 |
117 |
2019 | |
|
Use, Modify, Create (Nicholas Lytle, Veronica Cateté, Danielle Boulden, Yihuan Dong, Jennifer Houchins, Alexandra Milliken, Amy Isvik, Dolly Bounajim, Eric N. Wiebe, Tiffany Barnes) | |
4 |
1 |
0 |
0 |
2019 | |
|
An Exploration of Novice Programmers' Comprehension of Conditionals in Imperative and Functional Programming (Claudio Mirolo, Cruz Izu) | |
1 |
3 |
0 |
0 |
2019 | |
|
Identifying Predictors for Code Highlighting Skills (Matthias Kramer, Mike Barkmin, Torsten Brinda) | |
1 |
1 |
0 |
0 |
2019 | |
|
Program Comprehension (Cruz Izu, Carsten Schulte, Ashish Aggarwal, Quintin I. Cutts, Rodrigo Duran, Mirela Gutica, Birte Heinemann, Eileen Kraemer, Violetta Lonati, Claudio Mirolo, Renske Weeda) | |
3 |
5 |
0 |
0 |
2019 | |
|
A Spaced, Interleaved Retrieval Practice Tool that is Motivating and Effective (Iman YeckehZaare, Paul Resnick, Barbara J. Ericson) | |
1 |
3 |
0 |
0 |
2019 | |
|
A Topical Review of Evaluation Instruments for Computing Education (Adrienne Decker, Monica M. McGill) | |
2 |
1 |
0 |
0 |
2019 | |
|
Teachers' Experiences of using PRIMM to Teach Programming in School (Sue Sentance, Jane Waite, Maria Kallia) | |
5 |
4 |
0 |
0 |
2019 | |
|
Discriminating Programming Strategies in Scratch (Max Kesselbacher, Andreas Bollin) | 1, 1, 1, 2, 5, 4, 6, 6, 6, 8, 1, 2 |
2 |
27 |
2 |
47 |
2019 | |
|
Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming (Luzia Leifheit, Katerina Tsarava, Korbinian Moeller, Klaus Ostermann, Jessika Golle, Ulrich Trautwein, Manuel Ninaus) | 3, 2, 2, 1, 3, 4, 9, 10, 2, 9, 2, 2 |
1 |
17 |
2 |
55 |
2019 | |
|
Eight-Year-Olds' Conceptions of Computer Viruses (Tereza Hannemann, Tereza Stárková, Pavel Jezek, Kristina Volná, Katerina Kacerovská, Cyril Brom) | 1, 2, 1, 2, 2, 7, 9, 4, 1, 5, 1, 1 |
1 |
18 |
1 |
39 |
2020 | |
|
Dealing with (pre-)conceptions (Nils Pancratz) | 3, 1, 3, 4, 4, 5, 9, 3, 1, 4, 3, 1 |
1 |
8 |
1 |
53 |
2020 | |
|
Learning to program (Gert Braune, Andreas Mühling) | 3, 4, 4, 2, 3, 7, 8, 6, 1, 5, 2, 2 |
1 |
30 |
2 |
57 |
2021 | |
|
Bildungsstandards Informatik für die Sekundarstufe I (Lutz Hellmig, Hermann Puhlmann) | |
5 |
4 |
0 |
0 |
2021 | |
|
Assessment of Computational Thinking (David Weintrop, Daisy Rutstein, Marie A. Bienkowski, Steven McGee) | 3, 3, 4, 2, 2, 5, 9, 4, 2, 2, 3, 1 |
1 |
8 |
1 |
127 |
|