Abstract is missing.
- Computer Science Teacher Professional Development: Towards a Research Agenda on Teacher Thinking and LearningAman Yadav. 1-2 [doi]
- Computing At School: 10 Years OnSimon Humphreys. 3 [doi]
- Learning Abstraction in Computer Science: A Gender PerspectiveDavid Statter, Michal Armoni. 5-14 [doi]
- Computing Teachers' Perspectives on Threshold Concepts: Functions and Procedural AbstractionMaria Kallia, Sue Sentance. 15-24 [doi]
- Problem Solving and Algorithmic Development with FlowchartsRenske Smetsers-Weeda, Sjaak Smetsers. 25-34 [doi]
- A Categorizing Taxonomy for Occurring Problems During Robotics ActivitiesSandra Schulz, Niels Pinkwart. 35-38 [doi]
- A Database is Like a Dresser With Lots of Sorted Drawers: Secondary School Learners' Conceptions of Relational DatabasesTorsten Brinda, Thorsten Terjung. 39-48 [doi]
- To Scratch or not to Scratch?: A controlled experiment comparing plugged first and unplugged first programming lessonsFelienne Hermans, Efthimia Aivaloglou. 49-56 [doi]
- Gender Differences in Scratch Programs of Primary School ChildrenAlexandra Funke, Katharina Geldreich. 57-64 [doi]
- Development of Computational Thinking Skills through Unplugged Activities in Primary SchoolChristian P. Brackmann, Marcos Román-González, Gregorio Robles, Jesús Moreno-León, Ana Casali, Dante Barone. 65-72 [doi]
- Which Computing-Related Conceptions Do Learners Have About the Design and Operation of Smartphones?: Results of an Interview StudyTorsten Brinda, Friederike Braun. 73-81 [doi]
- A theory based tool set for analysing reading processes in the context of learning programmingLea Budde, Birte Heinemann, Carsten Schulte. 83-86 [doi]
- Teaching with physical computing devices: the BBC micro: bit initiativeSue Sentance, Jane Waite, Lucy Yeomans, Emily MacLeod. 87-96 [doi]
- Opinions of CS Teachers in Secondary School Education about CS in Primary School EducationAndreas Dengel. 97-98 [doi]
- How Pupils Classify Digital ArtifactsIra Diethelm, Torsten Brinda, Nina Schneider. 99-100 [doi]
- Measurement and Visualization of Programming Processes of Primary School Students in ScratchAlexandra Funke, Katharina Geldreich. 101-102 [doi]
- Bringing Algorithms to Flemish Classrooms: Teaching the Teachers, and some StudentsBern Martens, Bart Demoen, Febe Karpez, Dorien Vandenhove, Kristien Van Loon. 103-104 [doi]
- Addressing Teaching Practices Regarding Software Quality: Testing and Debugging in the ClassroomTilman Michaeli, Ralf Romeike. 105-106 [doi]
- Implementation and evaluation of a simulator and debugger for physical computing environmentsTom Neutens, Juta Staes, Francis Wyffels. 107-108 [doi]
- Settings and Contexts for Physical Computing in CS ClassesMareen Przybylla, Ralf Romeike. 109-110 [doi]
- Towards a grounded theory of how students identify computingMichael T. Rücker, Niels Pinkwart. 111-112 [doi]
- PRIMM: Exploring pedagogical approaches for teaching text-based programming in schoolSue Sentance, Jane Waite. 113-114 [doi]
- K-5 Teachers' Uses of Levels of Abstraction Focusing on DesignJane Waite, Paul Curzon, William Marsh, Sue Sentance. 115-116 [doi]
- Computer Science in Early Childhood Education: Pedagogical Beliefs and Perceived Self-Confidence in Preschool TeachersKatharina Weitz, Anja Gärtig-Daugs, Daniel Knauf, Ute Schmid. 117-118 [doi]
- Mental Models, Career Aspirations, and the Acquirement of Basic Concepts of Computer Science in Elementary Education: Empirical Evaluation of the Computer Science Experimenter's KitMaike Wolking, Ute Schmid. 119-120 [doi]