Abstract is missing.
- Teaching computer science in secondary education: a technological pedagogical content knowledge perspectiveIoannis Ioannou, Charoula Angeli. 1-7 [doi]
- PCK and reflection in computer science teacher educationMalte Buchholz, Mara Saeli, Carsten Schulte. 8-16 [doi]
- Reflections on the role of programming in primary and secondary computing educationCarsten Schulte. 17-24 [doi]
- The design and implementation of a notional machine for teaching introductory programmingMichael Berry, Michael Kölling. 25-28 [doi]
- Results of an expert interview as foundation for a study about the pedagogical added value by informatics in contextSven Alisch. 29-30 [doi]
- Computational thinking skills in Dutch secondary educationNatasa Grgurina, Erik Barendsen, Bert Zwaneveld, Wim van de Grift, Idzard Stoker. 31-32 [doi]
- It takes a village to teach information technologyPatricia Haden, Joy Gasson. 33-34 [doi]
- Positioning computer science in Flemish K-12 education: a reflectionBern Martens, Tom Hofkens. 35-36 [doi]
- Empowering information technology teachers through professional development: an evaluationElsa Mentz, Roxanne Bailey, Betty Breed, Marietjie Havenga. 37-38 [doi]
- A visual learning tool for database operationHiroyuki Nagataki, Yoshiaki Nakano, Midori Nobe, Tatsuya Tohyama, Susumu Kanemune. 39-40 [doi]
- Scout patrol secret grilles: one more CS unplugged-style activity on cryptographyPawel Perekietka, Agnieszka Kukla, Przemyslaw Pela. 41-42 [doi]
- Types of assignments for novice programmersAlexander Ruf, Marc Berges, Peter Hubwieser. 43-44 [doi]
- Conceptual patterns for student-centered computer science education at secondary school levelBernhard Standl. 45-46 [doi]
- cs4fn and computational thinking unpluggedPaul Curzon. 47-50 [doi]
- Evaluation of games for teaching computer scienceBen Gibson, Tim Bell. 51-60 [doi]
- "Welcome to Nimrod" to learn CS ideas in the middle schoolClaudio Mirolo, Doranna Di Vano. 61-70 [doi]
- On teaching programming with nondeterminismGiora Alexandron, Michal Armoni, Michal Gordon, David Harel. 71-74 [doi]
- Teaching black-box testing to high school studentsAmitrajit Sarkar, Tim Bell. 75-78 [doi]
- Could you help me to change the variables?: comparing instruction to encouragement for teaching programmingDimosthenis Makris, Kleomenis Euaggelopoulos, Konstantinos Chorianopoulos, Michail N. Giannakos. 79-82 [doi]
- What (else) should CS educators know?: revisitedJudith Gal-Ezer, Ela Zur. 83-86 [doi]
- Adoption of new computer science high school standards by New Zealand teachersDavid Thompson, Tim Bell. 87-90 [doi]
- Informatics is COOL: Cooperative and computer-assisted open learningBarbara Sabitzer, Stefan Pasterk, Sabrina M. Elsenbaumer. 91-94 [doi]
- Pedagogical content knowledge for computer science in German teacher education curriculaPeter Hubwieser, Marc Berges, Johannes Magenheim, Niclas Schaper, Kathrin Bröker, Melanie Margaritis, Sigrid E. Schubert, Laura Ohrndorf. 95-103 [doi]
- Measurement of pedagogical content knowledge: students' knowledge and conceptionsLaura Ohrndorf, Sigrid E. Schubert. 104-107 [doi]
- Designing productive gradations of tasks in primary programming educationMonika Gujberova, Ivan Kalas. 108-117 [doi]
- A media-reduced approach towards informatics at primary levelPeter K. Antonitsch, Cornelia Gigacher, Liselotte Hanisch, Barbara Sabitzer. 118-121 [doi]
- Arguments for contextual teaching with learning fields in vocational IT schools: results of an interview study among IT and CS training companiesSimone Opel, Torsten Brinda. 122-131 [doi]
- Practical implementation of learning fields in vocational IT/CS education: a guideline on designing learning situationsSimone Opel, Alexander Höpfl, Torsten Brinda. 132-135 [doi]