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ORCIDInformatics in Education, Volume 23
Volume 23, Number 1, March 2024
- Zareen Alamgir, Habiba Akram, Saira Karim, Aamir Wali:
Enhancing Student Performance Prediction via Educational Data Mining on Academic data. 1-24 - Evmorfia-Iro Bartzia, Michael Lodi, Marco Sbaraglia, Simon Modeste, Viviane Durand-Guerrier, Simone Martini:
An Unplugged Didactical Situation on Cryptography between Informatics and Mathematics. 25-56 - Marjahan Begum, Pontus Haglund, Ari Korhonen, Violetta Lonati, Mattia Monga, Filip Strömbäck, Artturi Tilanterä:
Empirical Evaluation of a Differentiated Assessment of Data Structures: The Role of Prerequisite Skills. 57-99 - Marianthi Grizioti, Chronis Kynigos:
Integrating Computational Thinking and Data Science: The Case of Modding Classification Games. 101-124 - Mehmet Küçük, Tarik Talan, Muhammet Demirbilek:
The Effect of Creating 3D Objects with Block Codes on Spatial and Computational Thinking Skills. 125-143 - Wei-Ying Li, Tzu-Chuen Lu:
Effect of an OwlSpace Programming Course on the Computational Thinking of Elementary School Students. 145-178 - Ramon Mayor Martins, Christiane Gresse von Wangenheim:
Teaching Computing to Middle and High School Students from a Low Socio-Economic Status Background: A Systematic Literature Review. 179-222 - Sabiha Yeni, Natasa Grgurina, Mara Saeli, Felienne Hermans, Jos Tolboom, Erik Barendsen:
Interdisciplinary Integration of Computational Thinking in K-12 Education: A Systematic Review. 223-278
Volume 23, Number 2, June 2024
- Ivanilse Calderon, Williamson Silva, Eduardo Feitosa:
Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study. 279-322 - Juho Kahila, Henriikka Vartiainen, Matti Tedre, Eetu Arkko, Anssi Lin, Nicolas Pope, Ilkka Jormanainen, Teemu Valtonen:
Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI. 323-360 - Arjan J. F. Kok, Lex Bijlsma, Cornelis Huizing, Ruurd Kuiper, Harrie Passier:
Analysis and Evaluation of a Searchable Exercise Repository for Training Java Programming. 361-383 - Dagyeom Lee, Youngjun Lee:
Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School. 385-408 - Marcelo Fernando Rauber, Christiane Gresse von Wangenheim, Pedro Alberto Barbetta, Adriano Ferreti Borgatto, Ramon Mayor Martins, Jean Carlo Rossa Hauck:
Reliability and Validity of an Automated Model for Assessing the Learning of Machine Learning in Middle and High School: Experiences from the "ML for All!" course. 409-437 - Deivid Eive dos Santos Silva, Tayana Conte, Natasha M. Costa Valentim:
A Systematic Mapping Study about Learner Experience Design in Computational Systems. 439-478 - Felix Winkelnkemper, Lukas Höper, Carsten Schulte:
ARIadne - An Explanation Model for Digital Artefacts. 479-505
Volume 23, Number 3, September 2024
- Serap Çimsir, Filiz Kalelioglu, Yasemin Gülbahar:
Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training. 507-524 - Václav Dobiás, Václav Simandl, Jirí Vanícek:
Number of program builds: Another criterium for assessing difficulty of a programming task? 525-540 - Patricia Domínguez-Gómez, Flavio Celis:
Creative programming in architecture: a computational thinking approach. 541-570 - Muhammed Murat Gümüs, Volkan Kukul, Özgen Korkmaz:
Relationships between middle school students' digital literacy skills, computer programming self-efficacy, and computational thinking self-efficacy. 571-592 - Lukas Höper, Carsten Schulte:
Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. 593-624 - Oscar Karnalim:
Simulating Similarities to Maintain Academic Integrity in Programming. 625-645 - Ramon Mayor Martins, Christiane Gresse von Wangenheim, Marcelo Fernando Rauber, Jean Carlo Rossa Hauck, Melissa Figueiredo Silvestre:
Teaching Machine Learning to Middle and High School Students from a Low Socio-Economic Status Background. 647-678 - Daniele Traversaro, Giorgio Delzanno, Giovanna Guerrini:
"Hear" and "Play" Students Misconceptions on Concurrent Programming using Sonic Pi. 679-718
Volume 23, Number 4, December 2024
- Juraj Hromkovic, Dennis Komm:
Preface - Designing or Choosing Languages for Teaching Programming. 719-721 - Paul Biberstein, Thomas Castleman, Luming Chen, Shriram Krishnamurthi:
Functional Data Science for Secondary-School Students. 723-734 - Valentina Dagiene, Gintautas Grigas, Tatjana Jevsikova:
A Transformation of the Way of Thinking: Key Principles in Programming Education Inspired by Pascal. 735-765 - Judith Gal-Ezer, Smadar Szekely:
Spark: The First Choice for Novices. 767-781 - Walter Gander:
Pascal and Recursion. 783-790 - Felienne Hermans:
The Story of Building Hedy: A Programming Language with Cognitive Science in Mind. 791-822 - Michael Kölling:
Principles of Educational Programming Language Design. 823-836 - Tobias Kohn, Jacqueline Staub:
The Two Powers: How Pascal and Python Shaped Programming Education. 837-868 - Maciej M. Syslo:
Pascal as the Driving Force of Informatics Education in Schools in Poland. 869-882
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