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ORCID15th WiPSCE 2020: Virtual Event, Germany
- Torsten Brinda, Michal Armoni:
WiPSCE '20: Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020. ACM 2020, ISBN 978-1-4503-8759-0
Invited talks
- Maya Israel:
Countering pedagogy for the "privileged" in CS for all: a universal design for learning theoretical and practical lens for addressing the needs of students with disabilities in K-8 CS education. 1:1 - Ute Schmid:
AI goes to school: learning about and learning with artificial intelligence. 2:1
Curricula, models and frameworks
- Mike Barkmin:
Competency structure model for programming for the transition from school to university. 3:1-3:4 - Alex Parry:
Investigating the relationship between programming and natural languages within the primm framework. 4:1-4:10 - Barbara Ericson, Beryl Hoffman, Jennifer Rosato
:
CSAwesome: AP CSA curriculum and professional development (practical report). 5:1-5:6 - Meize Guo, Anne T. Ottenbreit-Leftwich:
Exploring the K-12 computer science curriculum standards in the U.S. 6:1-6:6
Teachers' perceptions and beliefs
- Tyne Crow, Diana Kirk, Andrew Luxton-Reilly, Ewan D. Tempero:
Teacher perceptions of feedback in high school programming education: a thematic analysis. 7:1-7:6 - Alexander Best:
Primary school teachers' beliefs on computer science as a discipline and as a school subject. 8:1-8:8
Introductory programming
- Gert Braune, Andreas Mühling:
Learning to program: the gap between school world and everyday world. 9:1-9:9 - Linda Mannila, Fredrik Heintz, Susanne Kjällander, Anna Åkerfeldt:
Programming in primary education: towards a research based assessment framework. 10:1-10:10 - Augusto Chioccariello, Rosa Bottino, Sabrina Panesi, Laura Freina:
Longitudinal approach for introducing programming in italian primary school. 11:1-11:6
Students' conceptions and self-concept
- Nils Pancratz, Ira Diethelm:
"Draw us how smartphones, video gaming consoles, and robotic vacuum cleaners look like from the inside": students' conceptions of computing system architecture. 12:1-12:10 - Ira Diethelm, Nina Schneider, Matthias Matzner, Maja Brückmann, Anja Zeising:
Investigation of the informatics-based self-concept of primary school children. 13:1-13:6 - Anke Lindmeier, Andreas Mühling:
Keeping secrets: K-12 students' understanding of cryptography. 14:1-14:10
Programming aspects and students' performance
- Claudio Mirolo, Cruz Izu, Emanuele Scapin:
High-school students' mastery of basic flow-control constructs through the lens of reversibility. 15:1-15:10 - Mike Talbot, Katharina Geldreich, Julia Sommer, Peter Hubwieser:
Re-use of programming patterns or problem solving?: representation of scratch programs by TGraphs to support static code analysis. 16:1-16:10 - Claudia Hildebrandt, Matthias Matzner:
Students' performance on computer science tasks and their predictors. 17:1-17:4
Cognitive and affective characteristics of students
- Paul Curzon, Jane Waite, Karl Maton, James Donohue:
Using semantic waves to analyse the effectiveness of unplugged computing activities. 18:1-18:10 - Bernadette Spieler, Ferenc Kemény, Karin Landerl, Bernd Binder, Wolfgang Slany:
The learning value of game design activities: association between computational thinking and cognitive skills. 19:1-19:4 - Florian Kempf, Sandra Schulz, Niels Pinkwart:
Effects of robotics courses on student's attitude, motivation, self-concept and self-efficacy: an empirical study. 20:1-20:10
POSTER SESSION: Poster abstracts
- Katerina Tsarava, Manuel Ninaus, Tereza Hannemann, Kristina Volná, Korbinian Moeller, Cyril Brom:
Teaching primary school children about computer viruses: preliminary results of an intervention study. 21:1-21:2 - Gerard Dummer, Elwin R. Savelsbergh, Paul Drijvers:
Entering the car park - primary pupils' understanding of programmed control systems in real world situations. 22:1-22:3 - Hanno Schauer, Carola Schauer:
Process modelling in upper secondary school computer science courses. 23:1-23:2 - Daniela Cura, Hernán Czemerinski, Verónica Alelí Marino, Martín Guillermo Scasso, Fernando Schapachnik:
A teacher training program in argentina analysed by profiles. 24:1-24:2 - Kashif Amanullah, Tim Bell:
Revisiting code smells in block based languages. 25:1-25:2 - Clare McInerney, Chris Exton, Mike Hinchey:
A study of high school computer science teacher confidence levels. 26:1-26:2 - Johannes Krugel, Alexander Ruf:
Learners' perspectives on block-based programming environments: code.org vs. scratch. 27:1-27:2 - Mike Barkmin:
An open platform for assessment and training of competencies. 28:1-28:2 - Silas Borowy, Mike Barkmin:
Assessing programming tasks of central final exams in Germany: which competencies are required? 29:1-29:2 - Nils Pancratz:
Dealing with (pre-)conceptions: introduction of a "first aid kit" for "learning doctors" in computer science classes. 30:1-30:2 - Martina Benvenuti, Augusto Chioccariello:
Programming an educational robot with 5-6 year-old children. 31:1-31:2 - Stephan Napierala:
The road to finding interesting contexts for teaching data literacy at school. 32:1-32:2 - Max Kesselbacher, Kevin Wiltschnig, Andreas Bollin:
Block-based learning analytics repository and dashboard: towards an interface between researcher and educator. 33:1-33:2 - Sina Wetzel, Matthias Ludwig:
"Digitechnikum": a space to create meaningful CS projects. 34:1-34:2 - Manuel Riel, Ralf Romeike:
IT security in secondary CS education: is it missing in today's curricula? A qualitative comparison. 35:1-35:2 - Veronica Cateté, Nicholas Lytle, Danielle Boulden, Madeline Hinckle, Eric N. Wiebe, Tiffany Barnes:
A block-based modeling curriculum for teaching middle grade science students about Covid-19. 36:1-36:2
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