Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

More documents

Recommendations

Info

From the Conference Chairs Welcome to Hamburg and the 7th Workshop in Primary and Secondary Computing Education (WiPSCE) 2012. You are looking at the workshop’s preproceedings that contain all papers and posters being presented within the next two days. Because we give all authors the possibility to incorporate into their manuscripts feedback and comments that they will receive during the workshop, the overall final version of the proceedings will be officially published in the ACM digital library after the workshop (approximately in December). We hope you enjoy these contributions and their presentations during the workshop. Maria Knobelsdorf and Ralf Romeike WIPSCE 2012 Conference Chairs 2
Program Committee Michal Armoni Weizmann Institute of Science, Israel Tim Bell University of Canterbury, New Zealand Yifat Ben-David Kolikant The Hebrew University of Jerusalem, Israel Roger Boyle University of Leeds, UK Torsten Brinda University of Duisburg-Essen, Germany Michael E. Caspersen University of Aarhus, Denmark Paul Curzon Queen Mary University of London, UK Ira Diethelm University of Oldenburg, Germany Judith Gal-Ezer The Open University of Israel, Israel Mark Guzdial Georgia Institute of Technology, USA Peter Hubwieser Technische Universität München, Germany Maria Knobelsdorf (chair) Technische Universität Dortmund, Germany Michael Kölling University of Kent, UK Johannes Magenheim University of Paderborn, Germany Orni Meerbaum-Salant The Weizmann Institute of Science, Israel Ralf Romeike (chair) University of Potsdam, Germany Ulrik Schroeder RWTH Aachen University, Germany Carsten Schulte Freie Universität Berlin, Germany Peer Stechert RBZ Technik Kiel, Germany Chris Stephenson Computer Science Teachers Association (CSTA), USA Leigh Ann Sudol Carnegie Mellon University, USA Jan Vahrenhold University of Münster, Germany Michael Weigend Fernuni Hagen, Germany 3
Page 1: Fakultät für Mathematik, Informat
Page 5 and 6: Challenge and Creativity: Students
Page 7 and 8: Challenges in Computer Science Educ
Page 9 and 10: These echo a 2008 report from the N
Page 11 and 12: examples, and in practice teachers
Page 13 and 14: Figure 3: A trace of bubble sort fr
Page 15 and 16: either their own program or another
Page 17 and 18: ital system used a variety of inter
Page 19 and 20: computer science, and with the less
Page 21 and 22: effect of different factors on the
Page 23 and 24: (GE) and freshmen CS and Lyceum (GR
Page 25 and 26: Performance Expectancy (PE) Satisfa
Page 27 and 28: for active CS teachers. Furthermore
Page 29 and 30: participants change between the roo
Page 31 and 32: Altogether 830 participants visited
Page 33 and 34: 7. ACKNOWLEDGMENTS The initial equi
Page 35 and 36: • self-concept in science • ins
Page 37 and 38: mean at t0 mean at t2 mean at t0 me
Page 39 and 40: survey at the time t0 time of surve
Page 41 and 42: characteristics mean m (regarding t
Page 43 and 44: technology subjects in senior secon
Page 45 and 46: aim to react on these topics, exper
Page 47 and 48: the educational programs and ration
Page 49 and 50: y choice of handset, choice of netw
Page 51 and 52: 8. REFERENCES [1] Bell, T. et al. 2
Page 53 and 54:
Agile Projects in High School Compu
Page 55 and 56:
ited time, heterogeneous student ab
Page 57 and 58:
the target audience. This phase is
Page 59 and 60:
longer than one to two weeks (which
Page 61 and 62:
e.g. assessing individual achieveme
Page 63 and 64:
Conceptual Change and Epistemologic
Page 65 and 66:
einterpreted, or excluded, for exam
Page 67 and 68:
How Teachers in Different Education
Page 69 and 70:
attended by about a 33-40 % of all
Page 71 and 72:
The assumption of sphericity was no
Page 73 and 74:
[23] Huynh, H. and Feldt, L. S. 197
Page 75 and 76:
Ways of Planning Lessons on the Top
Page 77 and 78:
other topic. The reasons given vari
Page 79 and 80:
Promoting Computational Thinking wi
Page 81 and 82:
algorithm or a product is viewed as
Page 83 and 84:
Preparing Teachers for Teaching Inf
Page 85 and 86:
However, even when such learning th
Page 87 and 88:
Grand challenges for the UK: Upskil
Page 89 and 90:
first two questions. We maintain th
Page 91 and 92:
(Some) Grand Challenges of Computer
Page 93 and 94:
ecoming more student-centered. Inde
Page 95 and 96:
[13] OECD. (2006). Are students rea
Page 97 and 98:
in the world, for example, as descr
Page 99 and 100:
The aims of the case study were to
Page 101 and 102:
Figure 8: Acquisition of programmin
Page 103 and 104:
The focus group girls were more con
Page 105 and 106:
tool for teachers and students in t
Page 107 and 108:
eledSQL - A New Web-Based Learning
Page 109 and 110:
create and manage teacher accounts.
Page 111 and 112:
ABSTRACT Bringing Contexts into the
Page 113 and 114:
3.1.1 Greenfoot as a framework for
Page 115 and 116:
Real-world context Views of Computi
Page 117 and 118:
Real-world context GP Context Artif
Page 119 and 120:
i. e. theories, models, frameworks,
Page 121 and 122:
number P-156 in Lecture Notes in In
Page 123 and 124:
1. Context-based education in compu
Page 125 and 126:
Figure 1. Network traffic for authe
Page 127 and 128:
A weak point of the Vigenère algor
Page 129 and 130:
We have learnt that we can both loo
Page 131 and 132:
Comparing CSTA K-12 Computer Scienc
Page 133 and 134:
grade 4, 5, 6 or 8, depending on ch
Page 135 and 136:
Table 1. Scoring Scale for the Impl
Page 137 and 138:
the highest rate of implementation
Page 139 and 140:
Information Theory on Czech Grammar
Page 141 and 142:
of information in a message M, repr
Page 143 and 144:
Data modeling and database systems
Page 145 and 146:
the knowledge about ICT and CS (see
Page 147 and 148:
The Mindstorm Effect: A Gender Anal
Page 149 and 150:
Exploring the processing of formatt
Page 151 and 152:
Teachersʼ Perceptions Of The Value
Page 153 and 154:
Technocamps: Bringing Computer Scie
Page 155 and 156:
Abenteuer Informatik - Hands-on exh
Page 157 and 158:
Gaming and Mathematics: A Cross Cur
Page 159 and 160:
Turi: Chatbot software for schools
Page 161 and 162:
ABSTRACT Learning Fields in Vocatio
Page 163 and 164:
ABSTRACT This study examines the po
show all

Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?