Table of Contents

• Assessment of modeling and simulation in secondary computing science educationNatasa Grgurina, Erik Barendsen, Cor J. M. Suhre, Bert Zwaneveld, Klaas van Veen. [doi]
• A case study of flipped classroom for automata theory in secondary educationAlexander Wolf, Arno Wilhelm-Weidner, Uwe Nestmann. [doi]
• Context-based teaching and learning of fundamental computer science concepts: exploring teachers' ideasJacqueline Nijenhuis-Voogt, Paulien C. Meijer, Erik Barendsen. [doi]
• A survey of Australian teachers' self-efficacy and assessment approaches for the K-12 digital technologies curriculumRebecca Vivian, Katrina Falkner. [doi]
• What do secondary school students associate with the digital world?Torsten Brinda, Stephan Napierala, Gero Alexander Behler. [doi]
• Successes and challenges in implementing a progressive K-8 computer science curriculumLaura Mayfield Tomokiyo. [doi]
• Co-de: an online learning platform for computational thinkingZimcke Van de Staey, Tobias Verlinde, Bart Demoen, Bern Martens. [doi]
• Towards a unified model for digital educationTorsten Brinda. [doi]
• Computer science at post primary in Ireland: specification design and key skills integrationCornelia Connolly. [doi]
• Exploring and evaluating computing systems for use in learning scenarios by creating an E-portfolio: course design and first experiencesMike Barkmin, Torsten Brinda. [doi]
• Thinking out of the box: comparing metaphors for variables in programming educationFelienne Hermans, Alaaeddin Swidan, Efthimia Aivaloglou, Marileen Smit. [doi]
• Talking at cross purposes: perceived learning barriers by students and teachers in programming educationNorbert Dorn, Marc Berges, Dino Capovilla, Peter Hubwieser. [doi]
• A congress for children and computational thinking for everyoneBarbara Sabitzer, Heike Demarle-Meusel. [doi]
• Developing a theoretically founded data literacy competency modelAndreas Grillenberger 0001, Ralf Romeike. [doi]
• Are boys more confident than girls?: the role of calibration and students' self-efficacy in programming tasks and computer scienceMaria Kallia, Sue Sentance. [doi]
• Cheerful confusion and a thirst for knowledge: tales from the primary school computing classroomsJudy Robertson. [doi]
• The computing repair cafe: a concept for repair cafes in computing edcuationCarsten Schulte, Jessica Krüger, Andreas Gödecke, Ann-Katrin Schmidt. [doi]
• Infusing computational thinking into middle grade science classrooms: lessons learnedVeronica Cateté, Nicholas Lytle, Yihuan Dong, Danielle Boulden, Bita Akram, Jennifer Houchins, Tiffany Barnes, Eric N. Wiebe, James C. Lester, Bradford W. Mott, Kristy Boyer. [doi]
• The need for a learning model in coderdojo mentoring practiceAbeer Alsheaibi, Glenn Strong, Richard Millwood. [doi]
• Flexible low-cost activities to develop novice code comprehension skills in schoolsPeter Donaldson, Quintin I. Cutts. [doi]
• Evaluation of a robotics course with the humanoid robot NAO in CS teacher educationNicolai Pöhner, Martin Hennecke. [doi]
• Computing in the physical world engages students: impact on their attitudes and self-efficacy towards computer science through robotic activitiesAnastasios Theodoropoulos, Prokopis Leon, Angeliki Antoniou, George Lepouras. [doi]
• A curriculum of computational thinking as a central idea of information & media literacyAndreas Dengel, Ute Heuer. [doi]
• Comparing K-5 teachers' reported use of design in teaching programming and planning in teaching writingJane Waite, Paul Curzon, William Marsh, Sue Sentance. [doi]
• Evaluating responses in source code highlighting tasks: preliminary considerations for automatic assessmentMatthias Kramer, Mike Barkmin, Torsten Brinda. [doi]
• What do the terms computer, internet, robot, and CD have in common?: an empirical study on term categorization with studentsTorsten Brinda, Stephan Napierala, David A. Tobinski, Ira Diethelm. [doi]
• Are children perceiving robots as supporting or replacing humans?: first empirical results and classification of preconceptions within a theoretical frameworkKathrin Müller, Carsten Schulte. [doi]
• "I've got nothing to hide!": survey on data privacy competence with German schoolchildrenAlexander Hug. [doi]
• Off to new shores: preparing primary school teachers for teaching algorithmics and programmingKatharina Geldreich, Mike Talbot, Peter Hubwieser. [doi]
• Learning problem solving through educational robotics competitions: first results of an exploratory case studyNicolai Pöhner, Martin Hennecke. [doi]
• A block based editor for PythonGlenn Strong, Sean O'Carroll, Nina Bresnihan. [doi]
• Computer science as a fundamental competence for teachers in other disciplinesStefan Seegerer, Ralf Romeike. [doi]
• How the general public develops perceptions of computer scienceMaike Kaiser. [doi]
• Teaching computing in primary school: create or fix?Tom Neutens, Francis Wyffels. [doi]
• An instructional model to link designing and conceptual understanding in secondary computer science educationEbrahim Rahimi, Erik Barendsen, Ineke Henze. [doi]