Description
Book Synopsis.- Curricula and Computer Science Concepts.
.- New Standards for Lower Secondary Education in Informatics in Germany.
.- Optimising Programming Curriculum Gradation Using the Program
Builds Count Method.
.- Measuring the Impact of Curriculum Reforms through Bebras: The
Case for Standalone Informatics Education.
.- Principles of Computers – Model Lessons for Lower Secondary School:
Experience Report.
.- Teachers’ Perspective.
.- Method Meets Mindset: A Survey Instrument for Teachers’ Beliefs and
Self-Efficacy on Social Issues in Secondary Computing Education.
.- Professional Development for Bavarian Computer Science Teachers:
Evaluation and Effects on Attitudes towards AI.
.- Teaching Computational Thinking Through Active Games: Insights
from Teacher Training.
.- AI and Digital Literacy.
.- Assessing AI Literacy: A Systematic Review of Questionnaires with
Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects.
.- How Aligned Are Humans and Large Language Models in Evaluating
Computational Thinking Tasks?.
.- Girls and Boys in the Digital World: Gender-specific Differences in an
Interdisciplinary Subject.
.- Programming, Problem Solving, and Computational Thinking.
.- On the Use of Tracing to Diagnose Misconceptions about Iteration.
.- A Teaching and Learning Oriented Decomposition of Debugging
Subskills Informed by Cognitive Load Theory.
.- BeLLE: Exploring the Accuracy of the Task Difficulty Ratings in the
Bebras Challenge.
