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ORCIDComputer Science Education, Volume 31
Volume 31, Number 1, 2021
- Brian Dorn, Jan Vahrenhold:
Editorial. 1-3
- Rachelle Haroldson, Dave Ballard:
Alignment and representation in computer science: an analysis of picture books and graphic novels for K-8 students. 4-29 - Jacqueline Nijenhuis-Voogt
, Durdane Bayram-Jacobs, Paulien C. Meijer, Erik Barendsen:
Omnipresent yet elusive: Teachers' views on contexts for teaching algorithms in secondary education. 30-59 - Zhen Xu, Albert D. Ritzhaupt, Karthikeyan Umapathy, Yang Ning, Chin-Chung Tsai:
Exploring college students' conceptions of learning computer science: a draw-a-picture technique study. 60-82 - Wendy Huang, Chee-Kit Looi:
A critical review of literature on "unplugged" pedagogies in K-12 computer science and computational thinking education. 83-111
Volume 31, Number 2, 2021
- David Weintrop, Daisy W. Rutstein, Marie A. Bienkowski, Steven McGee:
Assessing computational thinking: an overview of the field. 113-116
- Jody Clarke-Midura, Deborah Silvis, Jessica F. Shumway, Victor R. Lee, Joseph Kozlowski:
Developing a kindergarten computational thinking assessment using evidence-centered design: the case of algorithmic thinking. 117-140 - Brian D. Gane, Maya Israel, Noor Elagha, Wei Yan, Feiya Luo, James W. Pellegrino:
Design and validation of learning trajectory-based assessments for computational thinking in upper elementary grades. 141-168 - Satabdi Basu, Daisy W. Rutstein, Yuning Xu, Haiwen Wang, Linda Shear:
A principled approach to designing computational thinking concepts and practices assessments for upper elementary grades. 169-198 - Shari J. Metcalf, Joseph M. Reilly, Soobin Jeon, Annie Wang, Allyson Pyers, Karen Brennan, Chris Dede:
Assessing computational thinking through the lenses of functionality and computational fluency. 199-223 - Deborah A. Fields, Debora Lui, Yasmin B. Kafai, Gayithri Jayathirtha, Justice T. Walker, Mia S. Shaw:
Communicating about computational thinking: understanding affordances of portfolios for assessing high school students' computational thinking and participation practices. 224-258 - Mariluz Guenaga, Andoni Eguíluz, Pablo Garaizar, Juanjo Gibaja:
How do students develop computational thinking? Assessing early programmers in a maze-based online game. 259-289 - David Weintrop, Shandra Morehouse, Mega Subramaniam:
Assessing computational thinking in libraries. 290-311
Volume 31, Number 3, July 2021
- Brian Dorn, Jan Vahrenhold:
Editorial. 313-314 - Christiane Frede, Maria Knobelsdorf:
A differentiated picture of student performance in introductory courses to theory of computation. 315-339 - Matthew Heinsen Egan, Chris McDonald:
An evaluation of SeeC: a tool designed to assist novice C programmers with program understanding and debugging. 340-373 - Joanna Goode, Allison Ivey, Stephany RunningHawk Johnson, Jean J. Ryoo, Christine Ong:
Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development. 374-399 - Merijke Coenraad, Connor Hopcraft, Jane Józefowicz, Diana Franklin, Jen Palmer, David Weintrop:
Helping teachers make equitable decisions: effects of the TEC Rubric on teachers' evaluations of a computing curriculum. 400-429
Volume 31, Number 4, October 2021
- Tina Vrieler, Aletta Nylén, Åsa Cajander:
Computer science club for girls and boys - a survey study on gender differences. 431-461 - Michael Lachney, Audrey Bennett, Ron Eglash, Aman Yadav, Sukanya Kannan Moudgalya:
Teaching in an open village: a case study on culturally responsive computing in compulsory education. 462-488 - Jennifer M. Blaney, Annie M. Wofford:
Fostering Ph.D. aspirations among upward transfer students in computing. 489-511
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