• Minding One's Business - On the How, When, and Where of Cognition (Seite 1 - 1) (Wolff-Michael Roth) (2017)   
• Comprehension First - Evaluating a Novel Pedagogy and Tutoring System for Program Tracing in CS1 (Seite 2 - 11) (Greg L. Nelson, Benjamin Xie, Andrew J. Ko) (2017)   
• Sometimes, Rainfall Accumulates - Talk-Alouds with Novice Functional Programmers (Seite 12 - 20) (Kathi Fisler, Francisco Enrique Vicente Castro) (2017)   
• Using Learners' Self-Explanations of Subgoals to Guide Initial Problem Solving in App Inventor (Seite 21 - 29) (Lauren E. Margulieux, Richard Catrambone) (2017)   
• Students' Emotional Reactions to Programming Projects in Introduction to Programming - Measurement Approach and Influence on Learning Outcomes (Seite 30 - 38) (Alex Lishinski, Aman Yadav, Richard J. Enbody) (2017)   
• The 'Art' of Programming - Exploring Student Conceptions of Programming through the Use of Drawing Methodology (Seite 39 - 46) (Adon Christian Michael Moskal, Joy Gasson, Dale Parsons) (2017)   
• Social Perceptions in Computer Science and Implications for Diverse Students (Seite 47 - 55) (Jennifer Wang, Sepehr Hejazi Moghadam, Juliet Tiffany-Morales) (2017)   
• Taking Advantage of Scale by Analyzing Frequent Constructed-Response, Code Tracing Wrong Answers (Seite 56 - 64) (Kristin Stephens-Martinez, An Ju, Krishna Parashar, Regina Ongowarsito, Nikunj Jain, Sreesha Venkat, Armando Fox) (2017)   
• Investigating Static Analysis Errors in Student Java Programs (Seite 65 - 73) (Stephen H. Edwards, Nischel Kandru, Mukund B. M. Rajagopal) (2017)   
• On Novices' Interaction with Compiler Error Messages - A Human Factors Approach (Seite 74 - 82) (James Prather, Raymond Pettit, Kayla Holcomb McMurry, Alani Peters, John Homer, Nevan Simone, Maxine Cohen) (2017)   
• Theorem Provers as a Learning Tool in Theory of Computation (Seite 83 - 92) (Maria Knobelsdorf, Christiane Frede, Sebastian Böhne, Christoph Kreitz) (2017)   
• RoboBUG - A Serious Game for Learning Debugging Techniques (Seite 93 - 100) (Michael A. Miljanovic, Jeremy S. Bradbury) (2017)   
• Students and Teachers Use An Online AP CS Principles EBook Differently - Teacher Behavior Consistent with Expert Learners (Seite 101 - 109) (Miranda C. Parker, Kantwon Rogers, Barbara J. Ericson, Mark Guzdial) (2017)   
• Describing Elementary Students' Interactions in K-5 Puzzle-based Computer Science Environments using the Collaborative Computing Observation Instrumen (Seite 110 - 117) (Maya Israel, Quentin M. Wherfel, Saadeddine Shehab, Oliver Melvin, Todd Lash) (2017)   
• Understanding Student Collaboration in Interdisciplinary Computing Activities (Seite 118 - 126) (Elise Deitrick, Michelle Hoda Wilkerson, Eric Simoneau) (2017)   
• Factors Influencing Students' Help-Seeking Behavior while Programming with Human and Computer Tutors (Seite 127 - 135) (Thomas W. Price, Zhongxiu Liu, Veronica Cateté, Tiffany Barnes) (2017)   
• Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers (Seite 136 - 144) (Isabella Corradini, Michael Lodi, Enrico Nardelli) (2017)   
• Folk Pedagogy - Nobody Doesn't Like Active Learning (Seite 145 - 154) (Kate Sanders, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Carol Zander) (2017)   
• Understanding the «Teacher Experience» in Primary and Secondary CS Professional Development (Seite 155 - 163) (Tracie Evans Reding, Brian Dorn) (2017)   
• Using Tracing and Sketching to Solve Programming Problems - Replicating and Extending an Analysis of What Students Draw (Seite 164 - 172) (Kathryn Cunningham, Sarah Blanchard, Barbara J. Ericson, Mark Guzdial) (2017)   
• The Affordances and Constraints of Diagrams on Students' Reasoning about State Machines (Seite 173 - 181) (Geoffrey L. Herman, Dong San Choi) (2017)   
• K-8 Learning Trajectories Derived from Research Literature - Sequence, Repetition, Conditionals (Seite 182 - 190) (Kathryn M. Rich, Carla Strickland, T. Andrew Binkowski, Cheryl Moran, Diana Franklin) (2017)   
• Quantifying Incremental Development Practices and Their Relationship to Procrastination (Seite 191 - 199) (Ayaan M. Kazerouni, Stephen H. Edwards, Clifford A. Shaffer) (2017)   
• Comparison of Time Metrics in Programming (Seite 200 - 208) (Juho Leinonen, Leo Leppänen, Petri Ihantola, Arto Hellas) (2017)   
• Principled Assessment of Student Learning in High School Computer Science (Seite 209 - 216) (Eric Snow, Daisy Rutstein, Marie A. Bienkowski, Yuning Xu) (2017)   
• An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses (Seite 217 - 225) (Holger Danielsiek, Laura Toma, Jan Vahrenhold) (2017)   
• Dual Modality Code Explanations for Novices - Unexpected Results (Seite 226 - 235) (Briana B. Morrison) (2017)   
• Computing Mentorship in a Software Boomtown - Relationships to Adolescent Interest and Beliefs (Seite 236 - 244) (Andrew J. Ko, Katie Davis) (2017)   
• Barriers Faced by Coding Bootcamp Students (Seite 245 - 253) (Kyle Thayer, Andrew J. Ko) (2017)   
• Hack.edu - Examining How College Hackathons Are Perceived By Student Attendees and Non-Attendees (Seite 254 - 262) (Jeremy Warner, Philip J. Guo) (2017)   
• Codification Pedagogy for Introductory Courses (Seite 263 - 264) (Rita Garcia) (2017)   
• Developing Teachers as Computational Participants (Seite 265 - 266) (Daniel Hickmott) (2017)   
• Understanding and Supporting Better Pairings for CS1 Students (Seite 267 - 268) (L. Hobbes LeGault) (2017)   
• Physical Computing as an Inquiry Working Technique (Seite 269 - 270) (Sandra Schulz) (2017)   
• Towards a Fine-grained Analysis of Complexity of Programming Tasks (Seite 271 - 272) (Rodrigo Duran) (2017)   
• Student Modeling Based on Fine-Grained Programming Process Snapshots (Seite 273 - 274) (Juho Leinonen) (2017)   
• Using Discernment Activities to Promote Skill Retention from Programming and Software Tutorials (Seite 275 - 276) (Hilarie Nickerson) (2017)   
• Using Mediational Means during Learning and Understanding of Proof Assignments from Theory of Computation (Seite 277 - 278) (Christiane Frede) (2017)   
• Hands-on in Computer Programming Education (Seite 279 - 280) (Kristina Von Hausswolff) (2017)   
• Growth Mindset in Computational Thinking Teaching and Teacher Training (Seite 281 - 282) (Michael Lodi) (2017)   
• Studying Professional Identity in Software Engineering (Seite 283 - 284) (Rick Parker) (2017)   
• Towards Understanding Student's Mental Effort in Block- Based Programming Environments Using Electroencephalogram (EEG) (Seite 285 - 286) (Yerika Jimenez) (2017)   
• Comprehension-First Pedagogy and Adaptive, Intrinsically Motivated Tutorials (Seite 287 - 288) (Greg L. Nelson) (2017)   
• Explicitly Teaching Metacognitive and Self-Regulation Skills in Computing (Seite 289 - 290) (Dastyni Loksa) (2017)   
• Active Learning Design Patterns for CS Education (Seite 291 - 292) (Nasrin Dehbozorgi) (2017)   
• Improving the Learning Experiences of First-Year Computer Science Students with Empathetic IDEs (Seite 293 - 294) (Carla De Lira) (2017)   
• Hybrid Environments - A Bridge from Blocks to Text (Seite 295 - 296) (Jeremiah Blanchard) (2017)   
• Determining if Spatial Reasoning is Required to Learn CS (Seite 297 - 298) (Amber Solomon) (2017)   
• Tools to Support Data-driven Reflective Learning (Seite 299 - 300) (Stephen MacNeil) (2017)   
• The Effect of Sketching and Tracing on Instructors' Understanding of Student Misconceptions (Seite 301 - 302) (Kathryn Cunningham) (2017)   

• Development and Evaluation of Concepts and Tools to Reinforce Gender Equality by Engaging Female Teenagers in Coding (Bernadette Spieler) (2018)   
• 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)
  • Towards an Analysis of Program Complexity From a Cognitive Perspective (Rodrigo Duran, Juha Sorva, Sofia Leite) (2018)   
• Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018. (Andreas Mühling, Quintin I. Cutts) (2018)
  • Flexible low-cost activities to develop novice code comprehension skills in schools (Peter Donaldson, Quintin I. Cutts) (2018)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • Computational Thinking: Constructing the Perceptions of Pre-service Teachers from Various Disciplines (Ragonis Noa)   
• SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, MN, USA, February 27 - March 02, 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) (2019)
  • The Error Landscape - Characterizing the Mistakes of Novice Programmers (Rebecca Smith, Scott Rixner) (2019)   
• Unterrichtseinheit Variablenkonzept auf der Sekundarstufe - Misskonzepte und deren Überwindung bei der Entwicklung des Variablenkonzepts auf der Sekundarstufe in Scratch (Christian Rauter) (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)
  • A Spaced, Interleaved Retrieval Practice Tool that is Motivating and Effective (Iman YeckehZaare, Paul Resnick, Barbara J. Ericson) (2019)   
  • Evaluating the Effectiveness of Parsons Problems for Block-based Programming (Rui Zhi, Min Chi, Tiffany Barnes, Thomas W. Price) (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)
  • Program Comprehension - Identifying Learning Trajectories for Novice Programmers (Cruz Izu, Carsten Schulte, Ashish Aggarwal, Quintin I. Cutts, Rodrigo Duran, Mirela Gutica, Birte Heinemann, Eileen Kraemer, Violetta Lonati, Claudio Mirolo, Renske Weeda) (2019)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming (Luzia Leifheit, Katerina Tsarava, Korbinian Moeller, Klaus Ostermann, Jessika Golle, Ulrich Trautwein, Manuel Ninaus) (2019)   
• Informatics in Schools. New Ideas in School Informatics (Sergei Pozdniakov, Valentina Dagienė) (2019)   
  • Informatics Education in School: A Multi-Year Large-Scale Study on Female Participation and Teachers’ Beliefs (Enrico Nardelli, Isabella Corradini)   
  • Situated Learning with Bebras Tasklets (Carlo Bellettini, Violetta Lonati, Mattia Monga, Anna Morpurgo, Martina Palazzolo)   
• If They Build It, Will They Understand It? - Exploring the Relationship between Student Code and Performance (Jean Salac, Diana Franklin) (2020)   
• ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
  • What Do We Think We Think We Are Doing? - Metacognition and Self-Regulation in Programming (James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren E. Margulieux) (2020)   
  • Revisiting Self-Efficacy in Introductory Programming (Phil Steinhorst, Andrew Petersen 0001, Jan Vahrenhold) (2020)   
  • Purpose-first Programming - A Programming Learning Approach for Learners who Care Most About What Code Achieves (Kathryn Cunningham) (2020)   
  • Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer Science (Samiha Marwan, Ge Gao, Susan R. Fisk, Thomas W. Price, Tiffany Barnes) (2020)   
  • Diagramming as a Strategy for Primary/Elementary-Age Program Comprehension (Jean Salac) (2020)   
  • Exploring Student Behavior Using the TIPP&SEE Learning Strategy (Diana Franklin, Jean Salac, Zachary Crenshaw, Saranya Turimella, Zipporah Klain, Marco Anaya, Cathy Thomas) (2020)   
  • Exploring Quantum Reversibility with Young Learners (Diana Franklin, Jen Palmer, Woorin Jang, Elizabeth M. Lehman, Jasmine Marckwordt, Randall H. Landsberg, Alexandria Muller, Danielle Harlow) (2020)   
  • Analyzing Viscuit Programs Crafted by Kindergarten Children (Takeshi Watanabe, Yuriko Nakayama, Yasunori Harada, Yasushi Kuno) (2020)   
• Digitale Bildung im Grundschulalter - Grundsatzfragen zum Primat des Pädagogischen (Mareike Thumel, Rudolf Kammerl, Thomas Irion) (2020)  
  • Selbstwirksamkeitserwartungen und Interesse von Grundschulpädagogik-Studierenden und Grundschullehrkräften bezüglich informatischer Inhalte (Philipp Straube, Martin Brämer, Hilde Köster)  
• Vorerfahrungen, Interessen und Selbstwirksamkeitserwartungen von Grundschullehramtsstudierenden und -lehrkräften bezüglich informatischer Inhalte (Martin Brämer, Daniel Rehfeldt, Caroline Bauer, Hilde Köster) (2020)   
• Debugging im Informatikunterricht (Tilman Michaeli) (2020)   
• Programming in K–6 - Understanding Errors and Supporting Autonomous Learning (Jacqueline Staub) (2021)   
• WiPSCE '21 - The 16th Workshop in Primary and Secondary Computing Education, Virtual Event / Erlangen, Germany, October 18-20, 2021 (Marc Berges, Andraes Mühling, Michal Armoni) (2021)
  • Investigating Teacher's Empathy and Its Impact on Pre-Service Teachers' Self-Efficacy in Programming Tasks (Bernhard Standl, Nadine Schlomske-Bodenstein) (2021)   
• Computational Thinking in Education - A Pedagogical Perspective (Aman Yadav, Ulf Dalvad Berthelsen) (2021)  
  • 2. Computational Thinking Today (Shuchi Grover)
  • 10. Integrating Computing through Task-Specific Programming for Disciplinary Relevance - Considerations and Examples (Mark Guzdial, Tamara Shreiner)
• Die Entwicklung der Fachdidaktiken als wissenschaftliche Disziplinen in der Schweiz: Bilanz und Perspektiven - Vorpublikation der 5. Tagung Fachdidaktiken (2022)   
  • Programming concepts and misconceptions in grade 5 and 6 children - Developing and testing a new assessment tool (Marco Hartmann, Peter Edelsbrunner, Michael Hielscher, Giulia Paparo, Beat Döbeli Honegger, Eva Marinus) (2022)  
• ICER 2022 - ACM Conference on International Computing Education Research, Lugano and Virtual Event, Switzerland, August 7 - 11, 2022, Volume 1 (Jan Vahrenhold, Kathi Fisler, Matthias Hauswirth, Diana Franklin) (2022)
  • Exploring Group Dynamics in a Group-Structured Computing Undergraduate Research Experience (Katherine Izhikevich, Kyeling Ong, Christine Alvarado) (2022)   
• Informatics in Schools. A Step Beyond Digital Education - 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2022, Vienna, Austria, September 26–28, 2022 (Andreas Bollin, Gerald Futschek) (2022)   
  • Bebras Challenge in a Learning Analytics Enriched Environment - Hungarian and Indian Cases (Zsuzsa Pluhár, Heidi Kaarto, Marika Parviainen, Sonia Garcha, Vipul Shah)   
• WIPSCE '23 - The 18th WiPSCE Conference on Primary and Secondary Computing Education Research (Sue Sentance, Mareen Grillenberger) (2023)
  • CS Outreach to Inform Secondary School Students' Perceptions of CS - Initial Findings (Karen Nolan, Roisin Faherty, Keith Quille, Keith Nolan, Amanda O'Farrell, Brett A. Becker) (2023)   
• Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education - 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23–25, 2023 (Jean-Philippe Pellet, Gabriel Parriaux) (2023)   
  • Investigating the Role of ChatGPT in Supporting Text-Based Programming Education for Students and Teachers (Markus Wieser, Klaus Schöffmann, Daniela Stefanics, Andreas Bollin, Stefan Pasterk)   
• Informatikunterricht im Zyklus 2: Variablen - Eine Design-Based-Research Studie (Lea Gisler) (2024)   
• DELFI 2024 (Sandra Schulz, Natalie Kiesler) (2024)   
  • Enhanced Program Comprehension - Individualized Learning of Code Tracing with the Feedback Buddy (Nadine Nicole Koch, Ann-Kathrin Kapfenstein, Niklas Meißner, Maria Wirzberger) (2024)   

Beat hat diese Konferenz-Proceedings 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.