b06254
ICER 2012 (2012)
b06236
Studying the
Novice
Programmer
(1988)
b06254->b06236
b00204
The Design of
Everyday
Things (1988)
b06254->b00204
b01880
extreme
Programming
explained
(1999)
b06254->b01880
b05622
Computer
Science
Education
3/2002 (2002)
b06254->b05622
b06269
Unlocking the
Clubhouse
(2002)
b06254->b06269
b05572
Computer
Science
Education
1/2005 (2005)
b06254->b05572
b02508
Freakonomics
(2005)
b06254->b02508
b06258
ICER 2006 (2006)
b06254->b06258
b04576
ITiCSE 2007
(2007)
b06254->b04576
b06259
ICER 2007 (2007)
b06254->b06259
b06256
ICER 2008 (2008)
b06254->b06256
b04574
ITiCSE 2009
(2009)
b06254->b04574
b06253
ICER 2009 (2009)
b06254->b06253
b06497
SIGCSE 2010
(2009)
b06254->b06497
b05594
Computer
Science
Education
1/2010 (2010)
b06254->b05594
b04573
ITiCSE 2010
(2010)
b06254->b04573
b06263
ICER 2010 (2010)
b06254->b06263
b05625
Computer
Science
Education
2/2011 (2011)
b06254->b05625
b06255
ICER 2011 (2011)
b06254->b06255
b06503
SIGCSE 2013
(2013)
b06254->b06503
t08962
The black box
inside the
glass box
(1981)
b06254->t08962
t15465
Constructivism
in Computer
Science
Education
(1998)
b06254->t15465
t16507
In Support of
Pair
Programming in
the
Introductory
Computer
Science Course
(2002)
b06254->t16507
t16184
An Experiment
on Using Roles
of Variables
in Teaching
Introductory
Programming
(2005)
b06254->t16184
t07719
Why Minimal
Guidance
During
Instruction
Does Not Work
(2006)
b06254->t07719
t25550
Parson's
Programming
Puzzles (2006)
b06254->t25550
t12130
Computational
Thinking (2006)
b06254->t12130
t19015
Methods and
tools for
exploring
novice
compilation
behaviour
(2006)
b06254->t19015
t13101
Mental models
and
programming
aptitude (2007)
b06254->t13101
t18893
A study of the
development of
students'
visualizations
of program
state during
an elementary
object-oriented
programming
course (2007)
b06254->t18893
t18850
Evaluating a
new exam
question (2008)
b06254->t18850
t18902
Relationships
between
reading,
tracing and
writing skills
in
introductory
programming
(2008)
b06254->t18902
t12952
Further
evidence of a
relationship
between
explaining,
tracing and
writing skills
in
introductory
programming
(2009)
b06254->t12952
t18958
A closer look
at tracing,
explaining and
code writing
skills in the
novice
programmer
(2009)
b06254->t18958
t18998
Comparing
effective and
ineffective
behaviors of
student
programmers
(2009)
b06254->t18998
t09978
Scratch:
Programming
for All (2009)
b06254->t09978
t16452
Learning edge
momentum (2010)
b06254->t16452
t18690
How
programming
environment
shapes
perception,
learning and
goals (2010)
b06254->t18690
t12898
Mental models
of recursion
(2010)
b06254->t12898
t18767
Non-myths
about
programming
(2010)
b06254->t18767
t16418
Is pair
programming
more effective
than other
forms of
collaboration
for young
students?
(2011)
b06254->t16418
t18766
Deciding to
major in
computer
science (2011)
b06254->t18766
t18910
CS majors'
self-efficacy
perceptions in
CS1 (2011)
b06254->t18910
t18951
Predicting
at-risk novice
Java
programmers
through the
analysis of
online
protocols
(2011)
b06254->t18951
t22776
How students
learn (2013)
b06254->t22776
b05622->b01880
b06258->b06236
b06258->b06269
b06258->t15465
b06259->b06236
b06259->b06269
b06259->b04576
b06256->b06236
b06256->b06269
b06256->b04576
b06256->b06259
b06256->t25550
b06256->t12130
b06256->t13101
b06253->b06269
b06253->b04576
b06253->b06259
b06253->b06256
b06253->t13101
b06497->t12130
b06263->b06236
b06263->b06258
b06263->b06259
b06263->b04574
b06263->t12130
b06263->t09978
b05625->b06269
b05625->b06259
b05625->b06497
b05625->b06263
b05625->t18690
b06255->b06258
t16507->b01880
t18850->t25550
t09978->t12130
t16418->b06269
t16418->b06259
t16418->b06497
t16418->t18690
t25129
A mobile
learning
application
for parsons
problems with
automatic
feedback
(2012)
t25129->b06254
t25129->b06256
t25129->b06263
t25129->t25550
t25129->t18850
t25129->t18902
t18801
Student
experience in
a
student-centered
peer
instruction
classroom
(2013)
t18801->b06254
t18801->b06503
t18927
Exploring
hypotheses
about media
computation
(2013)
t18927->b06254
t18927->b06269
t18927->b06258
t18927->b06259
t18927->b06256
t18927->b06255
t25235
How to study
programming on
mobile touch
devices (2013)
t25235->b06254
t25235->t25550
t25235->t25129
t25236
A case study
of the
development of
CS teaching
assistants and
their
experiences
with team
teaching
(2013)
t25236->b06254
t25236->b06259
t18905
Adaptive
parsons
problems with
discourse
rules (2014)
t18905->b06254
t18905->b06256
t18905->t25550
t18905->t18850
t18905->t25129
b06749
Neo-Piagetian
Theory and the
Novice
Programmer
(2015)
b06749->b06254
b06749->b06236
b06749->b06258
b06749->b04576
b06749->b06256
b06749->b05594
b06749->b04573
b06749->t08962
b06749->t15465
b06749->t16452
t19631
Usability and
Usage of
Interactive
Features in an
Online Ebook
for CS
Teachers
(2015)
t19631->b06254
t19631->b06258
t19631->b06255
t19631->t19015
t19631->t18927
t18949
Adaptive
Parsons
Problems with
Discourse
Rules (2015)
t18949->b06254
t18949->b06256
t18949->t25550
t18949->t18850
t18949->t25129
t21050
Distractors in
Parsons
Problems
Decrease
Learning
Efficiency for
Young Novice
Programmers
(2016)
t21050->b06254
t21050->b06256
t21050->t18850
t21050->t25129
t21050->t25235
b07738
Entwicklung
und
Validierung
eines
Instruments
zur Messung
des Wissens
über
Fehlvorstellungen
in der
Informatik
(2016)
b07738->b06254
b07738->b06258
b07738->b04576
b07738->b06259
b07738->b06256
b07738->b06253
b07738->b06263
b07738->t15465
b07738->t18958
t27937
Computing
Camps for
Girls – A
First-Time
Experience at
the University
of Limerick
t27937->b06254
t27937->b06269
t27937->b04574
t27937->b06503
t27937->t12130
t21187
Social
Perceptions in
Computer
Science and
Implications
for Diverse
Students
(2017)
t21187->b06254
t21187->b06255
t21187->t18766
t27673
Das Konzept
Nature of
Computer
Science
t27673->b06254
t23939
Computing
Teachers'
Perspectives
on Threshold
Concepts
(2017)
t23939->b06254
t25135
Scaffolding
the Design
Process using
Parsons
Problems
(2018)
t25135->b06254
t25135->t25550
t29049
Piaget’s
Cognitive
Development in
Bebras Tasks -
A Descriptive
Analysis by
Age Groups
t29049->b06254
t25086
Rethinking
Debugging as
Productive
Failure for CS
Education
(2019)
t25086->b06254
t24954
Computing
Education
Theories
(2019)
t24954->b06254
t24954->b05572
t24954->b06258
t24954->b06259
t24954->b06256
t24954->b06253
t24954->b05594
t24954->b06263
t24954->b06255
t24954->t19015
t24954->t18902
t24954->t16452
t24954->t18766
t24954->t18951
t24954->t18927
t24962
Evaluating the
Effectiveness
of Parsons
Problems for
Block-based
Programming
(2019)
t24962->b06254
t24962->b06256
t24962->t25550
t24962->t18850
t24962->t21050
t24970
Using the SOLO
Taxonomy to
Understand
Subgoal Labels
Effect in CS1
(2019)
t24970->b06254
t24655
Helping
Students Solve
Parsons
Puzzles Better
(2019)
t24655->b06254
t24655->b06256
t24655->b04573
t24655->t25550
t24655->t18850
t24655->t18902
t29480
The Effects of
a Professional
Development
Workshop
Focusing on
Action
Research on
the Practice
of High-School
Computer
Science
Teachers
(2019)
t29480->b06254
t29480->b04576
t29492
Development of
a
Questionnaire
on
Self-concept,
Motivational
Beliefs, and
Attitude
Towards
Programming
(2019)
t29492->b06254
t29492->b06255
t29492->t12130
t29492->t18766
t29492->t21187
t29098
Collaborative
Learning in
Computing
Education
(2020)
t29098->b06254
t29098->b06259
t29098->b06256
t29098->b06497
t29098->b06263
t29098->b06503
t29134
Computing
Education
Research
Landscape
through an
Analysis of
Keywords
(2020)
t29134->b06254
t29134->b06256
t29134->b06263
t29149
Theories and
Models of
Emotions,
Attitudes, and
Self-Efficacy
in the Context
of Programming
Education
(2020)
t29149->b06254
t29149->b06263
t29149->t24954
t29515
Investigating
the
relationship
between
programming
and natural
languages
within the
primm
framework
(2020)
t29515->b06254
t29515->b04576
t29515->b06259
t29515->b06256
t29515->b04574
t29515->t18850
t29515->t18902
t29515->t12952
t29089
Exploring
Group Dynamics
in a
Group-Structured
Computing
Undergraduate
Research
Experience
(2022)
t29089->b06254