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ORCIDWiPSCE 2013: Aarhus, Denmark
- Michael E. Caspersen, Maria Knobelsdorf, Ralf Romeike:
Proceedings of the 8th Workshop in Primary and Secondary Computing Education, WiPSCE '13, Aarhus, Denmark, November 11-13, 2013. ACM 2013, ISBN 978-1-4503-2455-7 - Ioannis Ioannou, Charoula Angeli
:
Teaching computer science in secondary education: a technological pedagogical content knowledge perspective. 1-7 - Malte Buchholz, Mara Saeli, Carsten Schulte:
PCK and reflection in computer science teacher education. 8-16 - Carsten Schulte:
Reflections on the role of programming in primary and secondary computing education. 17-24 - Michael Berry, Michael Kölling:
The design and implementation of a notional machine for teaching introductory programming. 25-28 - Sven Alisch:
Results of an expert interview as foundation for a study about the pedagogical added value by informatics in context. 29-30 - Natasa Grgurina, Erik Barendsen, Bert Zwaneveld, Wim van de Grift, Idzard Stoker:
Computational thinking skills in Dutch secondary education. 31-32 - Patricia Haden, Joy Gasson:
It takes a village to teach information technology. 33-34 - Bern Martens, Tom Hofkens:
Positioning computer science in Flemish K-12 education: a reflection. 35-36 - Elsa Mentz, Roxanne Bailey, Betty Breed, Marietjie Havenga:
Empowering information technology teachers through professional development: an evaluation. 37-38 - Hiroyuki Nagataki, Yoshiaki Nakano, Midori Nobe, Tatsuya Tohyama, Susumu Kanemune:
A visual learning tool for database operation. 39-40 - Pawel Perekietka, Agnieszka Kukla, Przemyslaw Pela:
Scout patrol secret grilles: one more CS unplugged-style activity on cryptography. 41-42 - Alexander Ruf, Marc Berges, Peter Hubwieser:
Types of assignments for novice programmers. 43-44 - Bernhard Standl:
Conceptual patterns for student-centered computer science education at secondary school level. 45-46 - Paul Curzon:
cs4fn and computational thinking unplugged. 47-50 - Ben Gibson, Tim Bell:
Evaluation of games for teaching computer science. 51-60 - Claudio Mirolo, Doranna Di Vano:
"Welcome to Nimrod" to learn CS ideas in the middle school. 61-70 - Giora Alexandron, Michal Armoni, Michal Gordon, David Harel:
On teaching programming with nondeterminism. 71-74 - Amitrajit Sarkar, Tim Bell:
Teaching black-box testing to high school students. 75-78 - Dimosthenis Makris, Kleomenis Euaggelopoulos, Konstantinos Chorianopoulos, Michail N. Giannakos:
Could you help me to change the variables?: comparing instruction to encouragement for teaching programming. 79-82 - Judith Gal-Ezer, Ela Zur:
What (else) should CS educators know?: revisited. 83-86 - David Thompson, Tim Bell:
Adoption of new computer science high school standards by New Zealand teachers. 87-90 - Barbara Sabitzer, Stefan Pasterk, Sabrina M. Elsenbaumer:
Informatics is COOL: Cooperative and computer-assisted open learning. 91-94 - Peter Hubwieser, Marc Berges, Johannes Magenheim, Niclas Schaper, Kathrin Bröker, Melanie Margaritis, Sigrid E. Schubert, Laura Ohrndorf:
Pedagogical content knowledge for computer science in German teacher education curricula. 95-103 - Laura Ohrndorf, Sigrid E. Schubert:
Measurement of pedagogical content knowledge: students' knowledge and conceptions. 104-107 - Monika Gujberova, Ivan Kalas:
Designing productive gradations of tasks in primary programming education. 108-117 - Peter K. Antonitsch, Cornelia Gigacher, Liselotte Hanisch, Barbara Sabitzer:
A media-reduced approach towards informatics at primary level. 118-121 - Simone Opel, Torsten Brinda:
Arguments for contextual teaching with learning fields in vocational IT schools: results of an interview study among IT and CS training companies. 122-131 - Simone Opel, Alexander Höpfl, Torsten Brinda:
Practical implementation of learning fields in vocational IT/CS education: a guideline on designing learning situations. 132-135
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