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ORCIDComputer Science Education, Volume 32
Volume 32, Number 1, January 2022
- Brian Dorn, Jan Vahrenhold:
Editorial. 1-2 - Zarifa Zakaria
, Jessica Vandenberg, Jennifer Tsan, Danielle Cadieux Boulden, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. 3-29 - Mayela Coto, Sonia Mora, Beatriz Eugenia Grass, Juan Murillo-Morera:
Emotions and programming learning: systematic mapping. 30-65 - Radek Pelánek, Tomás Effenberger:
Design and analysis of microworlds and puzzles for block-based programming. 66-104 - Qiang Hao, David H. Smith IV, Lu Ding, Amy J. Ko, Camille Ottaway, Jack Wilson, Kai Arakawa, Alistair Turcan, Timothy Poehlman, Tyler Greer:
Towards understanding the effective design of automated formative feedback for programming assignments. 105-127 - Kristina von Hausswolff:
Practical thinking while learning to program - novices' experiences and hands-on encounters. 128-152
Volume 32, Number 2, April 2022
- Brian Dorn, Jan Vahrenhold:
Editorial. 153-154 - Marcelo Worsley, David Bar-El:
Inclusive Making: designing tools and experiences to promote accessibility and redefine making. 155-187 - Yenda Prado, Sharin Rawhiya Jacob, Mark Warschauer:
Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms. 188-212 - Kathryn M. Rich, Diana Franklin, Carla Strickland, Andy Isaacs, Donna Eatinger:
A Learning Trajectory for Variables Based in Computational Thinking Literature: Using Levels of Thinking to Develop Instruction. 213-234 - David W. Jackson, Yihong Cheng:
Maintaining pluralism when embedding computational thinking in required science and engineering classes with young adolescents. 235-259 - Christopher Petrie:
Interdisciplinary computational thinking with music and programming: a case study on algorithmic music composition with Sonic Pi. 260-282
Volume 32, Number 3, July 2022
- Neil C. C. Brown, Aleata Hubbard Cheuoua, Eva Marinus:
Guest editorial. 283-287 - Michael Shindler, Natalia Pinpin, Mia Markovic, Frederick Reiber, Jee Hoon Kim, Giles Pierre Nunez Carlos, Mine Dogucu, Mark Hong, Michael Luu, Brian Anderson, Aaron Cote, Matthew Ferland, Palak Jain, Tyler Labonte, Leena Mathur, Ryan Moreno, Ryan Sakuma:
Student misconceptions of dynamic programming: a replication study. 288-312 - Sabrina Finke, Ferenc Kemény, Markus Sommer, Vesna Krnjic, Martin Arendasy, Wolfgang Slany, Karin Landerl:
Unravelling the numerical and spatial underpinnings of computational thinking: a pre-registered replication study. 313-334 - Christopher D. Hundhausen, Phillip T. Conrad, Adam S. Carter, Olusola O. Adesope:
Assessing individual contributions to software engineering projects: a replication study. 335-354 - Max Fowler, David H. Smith IV, Mohammed Hassan, Seth Poulsen, Matthew West, Craig B. Zilles:
Reevaluating the relationship between explaining, tracing, and writing skills in CS1 in a replication study. 355-383
Volume 32, Number 4, October 2022
- Brian Dorn, Jan Vahrenhold:
Editorial. 385-387 - Laura E. de Ruiter, Marina Umaschi Bers:
The Coding Stages Assessment: development and validation of an instrument for assessing young children's proficiency in the ScratchJr programming language. 388-417 - Sally A. M. Hogenboom, Felienne F. J. Hermans, Han L. J. van der Maas:
Computerized adaptive assessment of understanding of programming concepts in primary school children. 418-448 - Frederick J. Poole, Jody Clarke-Midura, Melissa Rasmussen, Umar Shehzad, Victor R. Lee:
Tabletop games designed to promote computational thinking. 449-475 - Ali Akkaya, Yavuz Akpinar:
Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills. 476-501 - Ermias Abebe Kassa, Enguday Ademe Mekonnen:
Computational thinking in the Ethiopian secondary school ICT curriculum. 502-531
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