ICER 2015
Proceedings of the eleventh annual International Conference on International Computing Education Research, ICER 2015, Omaha, NE, USA, August 09 - 13,
Brian Dorn, Judy Sheard, Quintin I. Cutts
,
Teil der ICER (International Workshop on Computing Education Research)
Teil der ICER (International Workshop on Computing Education Research)
Kapitel 
- Empowering Makers in the Cognitive Era (Seite 1 - 1) (Jim Spohrer) (2015)
- The Effects of Procrastination Interventions on Programming Project Success (Seite 3 - 11) (Joshua Martin, Stephen H. Edwards, Clifford A. Shaffer) (2015)
- Spatial Skills Training in Introductory Computing (Seite 13 - 20) (Stephen Cooper, Karen Wang, Maya Israni, Sheryl Sorby) (2015)
- Subgoals, Context, and Worked Examples in Learning Computing Problem Solving (Seite 21 - 29) (Briana B. Morrison, Lauren E. Margulieux, Mark Guzdial) (2015)
- Boys' Needlework - Understanding Gendered and Indigenous Perspectives on Computing and Crafting with Electronic Textiles (Seite 31 - 39) (Kristin A. Searle, Yasmin B. Kafai) (2015)
- How Equity and Inequity Can Emerge in Pair Programming (Seite 41 - 50) (Colleen M. Lewis, Niral Shah) (2015)
- Using Distributed Cognition Theory to Analyze Collaborative Computer Science Learning (Seite 51 - 60) (Elise Deitrick, R. Benjamin Shapiro, Matthew P. Ahrens, Rebecca Fiebrink, Paul D. Lehrman, Saad Farooq) (2015)
- Scaling up Women in Computing Initiatives - What Can We Learn from a Public Policy Perspective? (Seite 61 - 69) (Elizabeth Patitsas, Michelle Craig, Steve M. Easterbrook) (2015)
- Does Outreach Impact Choices of Major for Underrepresented Undergraduate Students? (Seite 71 - 80) (Monica McGill, Adrienne Decker, Amber Settle) (2015)
- ACM Curriculum Reports - A Pedagogic Perspective (Seite 81 - 89) (Sebastian Dziallas, Sally Fincher) (2015)
- Comparing Textual and Block Interfaces in a Novice Programming Environment (Seite 91 - 99) (Thomas W. Price, Tiffany Barnes) (2015)
- Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs (Seite 101 - 110) (David Weintrop, Uri Wilensky) (2015)
- Fourth Grade Students Reading Block-Based Programs - Predictions, Visual Cues, and Affordances (Seite 111 - 119) (Hilary A. Dwyer, Charlotte Hill, Alexandria K. Hansen, Ashley Iveland, Diana Franklin, Danielle Harlow) (2015)
- Exploring Machine Learning Methods to Automatically Identify Students in Need of Assistance (Seite 121 - 130) (Alireza Ahadi, Raymond Lister, Heikki Haapala, Arto Vihavainen) (2015)
- Aggregate Compilation Behavior - Findings and Implications from 27, 698 Users (Seite 131 - 139) (Matthew C. Jadud, Brian Dorn) (2015)
- The Normalized Programming State Model - Predicting Student Performance in Computing Courses Based on Programming Behavior (Seite 141 - 150) (Adam S. Carter, Christopher D. Hundhausen, Olusola O. Adesope) (2015)
- School/Work - Development of Computing Students' Professional Identity at University (Seite 151 - 159) (Robert McCartney, Kate Sanders) (2015)
- Exploring Changes in Computer Science Students' Implicit Theories of Intelligence Across the Semester (Seite 161 - 168) (Abraham E. Flanigan, Markeya S. Peteranetz, Duane F. Shell, Leen-Kiat Soh) (2015)
- Analysis of Interactive Features Designed to Enhance Learning in an Ebook (Seite 169 - 178) (Barbara J. Ericson, Mark Guzdial, Briana B. Morrison) (2015)
- How Do Students Use Program Visualizations within an Interactive Ebook? (Seite 179 - 188) (Teemu Sirkiä, Juha Sorva) (2015)
- What Are We Teaching? - Automated Evaluation of CS Curricula Content Using Topic Modeling (Seite 189 - 197) (Jean Michel Rouly, Huzefa Rangwala, Aditya Johri) (2015)
- A Multi-Institutional Study of Learning via Student Involvement in Humanitarian Free and Open Source Software Projects (Seite 199 - 206) (Gregory W. Hislop, Heidi J. C. Ellis, S. Monisha Pulimood, Becka Morgan, Suzanne Mello-Stark, Ben Coleman, Cam Macdonell) (2015)
- Grounding Computational Thinking Skill Acquisition Through Contextualized Instruction (Seite 207 - 216) (Hilarie Nickerson, Catharine Brand, Alexander Repenning) (2015)
- An Empirical Study of In-Class Laboratories on Student Learning of Linear Data Structures (Seite 217 - 225) (Sarah Smith Heckman) (2015)
- Learning in Distributed Low-Stakes Teams (Seite 227 - 236) (Stephen MacNeil, Celine Latulipe, Aman Yadav) (2015)
- Comparing the Effectiveness of Online Learning Approaches on CS1 Learning Outcomes (Seite 237 - 246) (Michael J. Lee, Andrew J. Ko) (2015)
- Leveraging Narrative Interactivity to Foster Computer Science Identities (Seite 247 - 248) (Philip Sheridan Buffum) (2015)
- Investigating Novice Programmers' Plan Composition Strategies (Seite 249 - 250) (Francisco Enrique Vicente G. Castro) (2015)
- Understanding Collaborative Computational Thinking (Seite 251 - 252) (Bushra Chowdhury) (2015)
- On Pre-requisite Skills for Universal Computational Thinking Education (Seite 253 - 254) (Elizabeth C. Cole) (2015)
- Modeling-First Approach for Computer Science Instruction (Seite 255 - 256) (Karen Doore) (2015)
- Characterizing Graduateness in Computing Education (Seite 257 - 258) (Sebastian Dziallas) (2015)
- Adaptive Parsons Problems with Discourse Rules (Seite 259 - 260) (Barbara J. Ericson) (2015)
- Worked Examples with Errors for Computer Science Education (Seite 261 - 262) (Jean Griffin) (2015)
- Learning Together - Expanding the One-To-One ITS Model for Computer Science Education (Seite 263 - 264) (Rachel Harsley) (2015)
- A Prescriptive Software Process for Academic Scenarios (Seite 265 - 266) (Maira Marques) (2015)
- Computer Science Is Different! - Educational Psychology Experiments Do Not Reliably Replicate in Programming Domain (Seite 267 - 268) (Briana B. Morrison) (2015)
- Measuring Knowledge of Misconceptions in Computer Science Education (Seite 269 - 270) (Laura Ohrndorf) (2015)
- Exploring Learning Analytics for Computing Education (Seite 271 - 272) (Daniel Olivares) (2015)
- Privilege and Computer Science Education - How can we level the playing field? (Seite 273 - 274) (Miranda C. Parker) (2015)
- Integrating Intelligent Feedback into Block Programming Environments (Seite 275 - 276) (Thomas W. Price) (2015)
- Designing a Data-Driven Tutor Authoring Tool for CS Educators (Seite 277 - 278) (Kelly Rivers) (2015)
- Supporting Elementary School Computer Science Learning with Interactive Spoken Dialogue Agents (Seite 279 - 280) (Jennifer Tsan) (2015)
- Computer Science Meets Social Studies - Embedding CS in the Study of Locally Grounded Civic Issues (Seite 281 - 282) (Sarah Jane Van Wart) (2015)
- Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools (Seite 283 - 284) (David Weintrop) (2015)
- A Competence Graph to Derive Individual Learning Paths (Seite 285 - 286) (Daniela Zehetmeier) (2015)
Dieser Konferenz-Band erwähnt ...
![]() Personen KB IB clear | Harold Abelson, Michal Armoni, William Aspray, Roman Bednarik, Mordechai Ben-Ari, M. Bloom, Benedict du Boulay, Karen Brennan, P. Brna, Peter Brusilovsky, Quinn Burke, Eduardo Calabrese, Ebru Celikel Cankaya, Ruth Colvin Clark, J. McGrath Cohoon, Paul Denny, Andrea DiSessa, Evelyn Eastmond, Nathan L. Ensmenger, W. Feurzeig, Allan Fisher, Sue Fitzgerald, Jay Forrester, Ryan Garlick, R. Grant, T.R.G. Green, Paul Gross, Mark Guzdial, Patricia Haden, Brian Hanks, Orit Hazzan, Juha Helminen, Jacob Hendrickx, Jozef Hvorecky, Petri Ihantola, Yasmin B. Kafai, Manu Kapur, Ville Karavirta, Caitlin Kelleher, Päivi Kinnunen, Ari Korhonen, Anatoly Kouchnirenko, D. Midian Kurland, Tami Lapidot, Jean Lave, Colleen M. Lewis, Andrew Luxton-Reilly, Lauri Malmi, John Maloney, Jane Margolis, Richard E. Mayer, Renée McCauley, Donella Meadows, Orni Meerbaum-Salant, Patrick Mendelsohn, Philip Miller, Amon Millner, John Monk, Andrés Monroy-Hernández, Laurie Murphy, Niko Myller, Donald A. Norman, Tim O'Shea, Seymour Papert, Dale Parsons, Randy Pausch, Roy Pea, Kris Powers, Noa Ragonis, Mitchel Resnick, Eric Rosenbaum, Natalie Rusk, Carsten Schulte, Judy Sheard, Jay Silver, Brian Silverman, Beth Simon, Simon, Cynthia Solomon, Juha Sorva, Ahmad Taherkhani, Ewan D. Tempero, Lynda Thomas, Lew Semjonowitsch Vygotsky, Etienne Wenger, Jeannette M. Wing, Diana Wright, Carol Zander | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
![]() Aussagen KB IB clear | Blockbasierte Sprachen erleichtern den Einstieg ins Programmierenblock programming interfaces improve novice programming performance Es hat zu wenig ausgebildete InformatikerInnen Programmieren ist schwierig Werkzeuge formen unser Denkentools are influencing our thinking | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
![]() Begriffe KB IB clear | AgentCubes, Alice.org, BASIC (Programmiersprache)BASIC (programming language), blockbasierte Programmiersprachenvisual programming language, computational thinkingcomputational thinking, Curriculum / Lehrplancurriculum, Fehlererror, Fehlvorstellungen / misconceptions, Fehlvorstellungen beim Programmieren, formal learningformal learning, GenderGender, ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() ![]() | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
![]() Bücher |
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
![]() Texte |
|
Dieser Konferenz-Band erwähnt vermutlich nicht ... 
Tagcloud
Zitationsgraph
Zeitleiste
31 Erwähnungen 
- Koli Calling 2015 - Proceedings of the 15th Koli Calling Conference on Computing Education Research, Koli, Finland, November 19-22, 2015 (Päivi Kinnunen, Judy Sheard) (2015)
- Second year computer science and IT students' experience of participation in the discipline (Anne-Kathrin Peters, Anders Berglund, Anna Eckerdal, Arnold Pears) (2015)
- Embedded questions in ebooks on programming - useful for a) summative assessment, b) formative assessment, or c) something else? (Juha Sorva, Teemu Sirkiä) (2015)
- Second year computer science and IT students' experience of participation in the discipline (Anne-Kathrin Peters, Anders Berglund, Anna Eckerdal, Arnold Pears) (2015)
- Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)
- ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research, ICER 2016, Melbourne, VIC, Australia, September 8-12, 2016 (Judy Sheard, Josh Tenenberg, Donald Chinn, Brian Dorn) (2016)
- With a Little Help From My Friends - An Empirical Study of the Interplay of Students' Social Activities, Programming Activities, and Course Success (Adam S. Carter, Christopher D. Hundhausen) (2016)
- Distractors in Parsons Problems Decrease Learning Efficiency for Young Novice Programmers (Kyle James Harms, Jason Chen, Caitlin L. Kelleher) (2016)
- Learning and Collaboration in Physical Computing (Kayla DesPortes) (2016)
- With a Little Help From My Friends - An Empirical Study of the Interplay of Students' Social Activities, Programming Activities, and Course Success (Adam S. Carter, Christopher D. Hundhausen) (2016)
- Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) (2017)
- 12. Teacher Transformations in Developing Computational Thinking - Gaming and Robotics Use in After-School Settings (Alan Buss, Ruben Gamboa)
- 13. Computational Thinking in Teacher Education (Aman Yadav, Sarah Gretter, Jon Good, Tamika McLean)
- 12. Teacher Transformations in Developing Computational Thinking - Gaming and Robotics Use in After-School Settings (Alan Buss, Ruben Gamboa)
- SIGCSE 2017 - Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, Seattle, WA, USA, March 8-11, 2017 (Michael E. Caspersen, Stephen H. Edwards, Tiffany Barnes, Daniel D. Garcia) (2017)
- From Blocks to Text and Back - Programming Patterns in a Dual-Modality Environment (David Weintrop, Nathan R. Holbert) (2017)
- From Blocks to Text and Back - Programming Patterns in a Dual-Modality Environment (David Weintrop, Nathan R. Holbert) (2017)
- Informatics in Schools: Focus on Learning Programming - 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, Helsinki, Finland, November 13-15, 2017 (Valentina Dagiene, Arto Hellas) (2017)
- 15. Solving Everyday Challenges in a Computational Way of Thinking (Bernhard Standl)
- 15. Solving Everyday Challenges in a Computational Way of Thinking (Bernhard Standl)
- Programming Paradigms and Beyond (Shriram Krishnamurthi, Kathi Fisler) (2018)
- ICLS 2018 1/3 (2018)
- Blocks or Text? - How Programming Language Modality Makes a Difference in Assessing Underrepresented Populations (David Weintrop, Heather Killen, Baker Franke)
- Blocks or Text? - How Programming Language Modality Makes a Difference in Assessing Underrepresented Populations (David Weintrop, Heather Killen, Baker Franke)
- ICER 2018 - Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER 2018, Espoo, Finland, August 13-15, 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) (2018)
- Investigating the Relationship Between Spatial Skills and Computer Science (Jack Parkinson, Quintin I. Cutts) (2018)
- Investigating the Relationship Between Spatial Skills and Computer Science (Jack Parkinson, Quintin I. Cutts) (2018)
- The effects of first programming language on college students’ computing attitude and achievement - a comparison of graphical and textual languages (Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler) (2018)
- The Cambridge Handbook of Computing Education Research (Sally Fincher, Anthony V. Robins) (2019)
- 1. The History of Computing Education Research (Mark Guzdial, Benedict du Boulay) (2019)
- 1. The History of Computing Education Research (Mark Guzdial, Benedict du Boulay) (2019)
- ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER 2019, Toronto, ON, Canada, August 12-14, 2019 (Robert McCartney, Andrew Petersen, Anthony V. Robins, Adon Moskal) (2019)
- From Theory Bias to Theory Dialogue - Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education (Yasmin B. Kafai, Chris Proctor, Debora Lui) (2019)
- Computing Education Theories - What Are They and How Are They Used? (Lauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, Jane Sinclair) (2019)
- Evaluating the Effectiveness of Parsons Problems for Block-based Programming (Rui Zhi, Min Chi, Tiffany Barnes, Thomas W. Price) (2019)
- Using the SOLO Taxonomy to Understand Subgoal Labels Effect in CS1 (Adrienne Decker, Lauren E. Margulieux, Briana B. Morrison) (2019)
- From Theory Bias to Theory Dialogue - Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education (Yasmin B. Kafai, Chris Proctor, Debora Lui) (2019)
- ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019 (Bruce Scharlau, Roger McDermott, Arnold Pears, Mihaela Sabin) (2019)
- Helping Students Solve Parsons Puzzles Better (Amruth N. Kumar) (2019)
- Text-based Programming in Elementary School - A Comparative Study of Programming Abilities in Children with and without Block-based Experience (Marcos J. Gomez, Marco Moresi, Luciana Benotti) (2019)
- Helping Students Solve Parsons Puzzles Better (Amruth N. Kumar) (2019)
- Impacts of Block-based Programming on Young Learners’ Programming Skills and Attitudes in the Context of Smart Environments (Mazyar Seraj) (2020)
- WiPSCE 2020 - The 15th Workshop in Primary and Secondary Computing Education (2020)
- Re-Use of Programming Patterns or Problem Solving? - Representation of Scratch Programs by TGraphs to support Static Code Analysis (Mike Talbot, Katharina Geldreich, Julia Sommer, Peter Hubwieser) (2020)
- Re-Use of Programming Patterns or Problem Solving? - Representation of Scratch Programs by TGraphs to support Static Code Analysis (Mike Talbot, Katharina Geldreich, Julia Sommer, Peter Hubwieser) (2020)
Volltext dieses Dokuments
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
![]() | ![]() ![]() ![]() ![]() ![]() |
Bibliographisches 
Beat und Dieser Konferenz-Band
Beat hat Dieser Konferenz-Band während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt weder ein physisches noch ein digitales Exemplar. Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben.