t20877
Programming
Paradigms and
Beyond
b06236
Studying the
Novice
Programmer
(1988)
t20877->b06236
b06258
ICER 2006 (2006)
t20877->b06258
b04576
ITiCSE 2007
(2007)
t20877->b04576
b06253
ICER 2009 (2009)
t20877->b06253
b06497
SIGCSE 2010
(2009)
t20877->b06497
b04572
ITiCSE 2011
(2011)
t20877->b04572
b06748
Visual Program
Simulation in
Introductory
Programming
Education
(2012)
t20877->b06748
b06260
ICER 2013 (2013)
t20877->b06260
b06261
ICER 2014 (2014)
t20877->b06261
b06504
SIGCSE 2015
(2015)
t20877->b06504
b06262
ICER 2015 (2015)
t20877->b06262
b06175
Learner-Centered
Design of
Computing
Education
(2015)
t20877->b06175
t08962
The black box
inside the
glass box
(1981)
t20877->t08962
t19012
Learning to
program =
learning to
construct
mechanisms and
explanations
(1986)
t20877->t19012
t16152
Studying the
Language and
Structure in
Non-Programmers’
Solutions to
Programming
Problems (2001)
t20877->t16152
t08983
Lowering the
barriers to
programming
(2005)
t20877->t08983
t19015
Methods and
tools for
exploring
novice
compilation
behaviour
(2006)
t20877->t19015
t13134
Pattern-oriented
instruction
and its
influence on
problem
decomposition
and solution
construction
(2007)
t20877->t13134
t13176
Fundamental
concepts of
CS1 (2007)
t20877->t13176
t18778
Empirical
comparison of
objects-first
and
objects-later
(2009)
t20877->t18778
t09978
Scratch:
Programming
for All (2009)
t20877->t09978
t18690
How
programming
environment
shapes
perception,
learning and
goals (2010)
t20877->t18690
t12748
Habits of
programming in
scratch (2011)
t20877->t12748
t18979
Using
cargo-bot to
provide
contextualized
learning of
recursion
(2013)
t20877->t18979
t18993
The recurring
rainfall
problem (2014)
t20877->t18993
t18688
To Block or
not to Block,
That is the
Question (2015)
t20877->t18688
t18942
Using
Commutative
Assessments to
Compare
Conceptual
Understanding
in
Blocks-based
and Text-based
Programs (2015)
t20877->t18942
t19734
37 Million
Compilations
(2015)
t20877->t19734
b06258->b06236
b06258->t19012
b06253->b04576
b04572->t09978
b06748->b06236
b06748->b06258
b06748->b04576
b06748->b06253
b06748->b04572
b06748->t08962
b06748->t19012
b06748->t16152
b06748->t08983
b06748->t18778
b06748->t12748
b06260->b06258
b06260->b06497
b06260->t08983
b06260->t09978
b06260->t18690
b06261->b06253
b06261->b04572
b06261->t19012
b06262->b06236
b06262->b06497
b06262->b04572
b06262->b06748
b06262->b06260
b06262->b06261
b06262->t08962
b06262->t08983
b06262->t09978
b06262->t18690
b06262->t12748
b06175->b06236
b06175->b04572
b06175->t08962
b06175->t16152
b06175->t08983
t16152->b06236
t09978->t08983
t12748->t09978
t18993->b06253
t18993->t19012
t18688->t08983
t18688->t09978
t18942->b06497
t18942->b04572
t18942->t18690
t18942->t12748
t29101
Revisiting
Self-Efficacy
in
Introductory
Programming
(2020)
t29101->t20877
t29101->b06236
t29101->b06253
t29101->t08962
t29133
Understanding
Conceptual
Transfer for
Students
Learning New
Programming
Languages
(2020)
t29133->t20877
t29572
Video Analysis
of a Teacher's
Use of
Notional
Machines in an
Introductory
High School
Electronic
Textile Unit
(2022)
t29572->t20877
t29572->b06236
t29572->b06497
t29572->t08962
t29572->t18690