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Table of Contents On the Importance of Being Earnest: Challenges in Computer Science Education . . . . . . . . . 6 Jan Vahrenhold Grand Challenges in Computing Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Judith Gal-Ezer The introduction of Computer Science to NZ High Schools — an analysis of student work 8 Tim Bell, Heidi Newton, Peter Andreae and Anthony Robins Is Self-Efficacy in Programming Decreasing with the Level of Programming Skills?. . . . . . . . 20 Michail N. Giannakos, Peter Hubwieser and Alexander Ruf Concept of an Extracurricular Learning Environment for Computer Science . . . . . . . . . . . . . . 26 Nadine Bergner, Jan Holz and Ulrik Schroeder The school experiment InTech - How to influence interest, self-concept of ability in Informatics and vocational orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Claudia Hildebrandt and Ira Diethelm Uncovering Structure behind Function the experiment as teaching method in computer science education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Carsten Schulte Agile Projects in High School Computing Education - Emphasizing a Learners’ Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Ralf Romeike and Timo Göttel Conceptual Change and Epistemological Belief Framework for Web Site Credibility Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Marie Iding How Teachers in Different Educational Systems Value Central Concepts of Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Peter Hubwieser and Andreas Zendler Ways of Planning Lessons on the Topic of Networks and the Internet . . . . . . . . . . . . . . . . . . . . . 75 Ana-Maria Mesaros and Ira Diethelm Promoting Computational Thinking with Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Cynthia Selby Preparing Teachers for Teaching Informatics: Theoretical Considerations and Practical Implications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Vassilios Dagdilelis and Stelios Xinogalos Grand challenges for the UK : Upskilling teachers to teach Computer Science within the Secondary curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Sue Sentance, Adam McNicol, Mark Dorling and Tom Crick Articulating (Some) Grand Challenges of CSE at face of The Digital Age: A Socio-Cultural Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Yifat Ben-David Kolikant 4
Challenge and Creativity: Students experiences of .NET Gadgeteer . . . . . . . . . . . . . . . . . . . . . . . 96 Sue Sentance and Scarlet Schwiderski-Grosche eledSQL A New Web-Based Learning Environment for Teaching SQL at Secondary School Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Andreas Grillenberger and Torsten Brinda Bringing Contexts into the Classroom A Design-Based Approach . . . . . . . . . . . . . . . . . . . . . . . . 111 Detlef Rick, Marcel Morisse and Ingrid Schirmer E-mail for You (only?) - Design and Implementation of a Context-based Learning Process on Internetworking and Cryptography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Andreas Gramm, Malte Hornung and Helmut Witten Comparing CSTA K-12 Computer Science Standards with Austrian Curricula . . . . . . . . . . . . 131 Daniel Egger, Sabrina M. Elsenbaumer and Peter Hubwieser Information Theory on Czech Grammar Schools: First Findings . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Daniel Lessner Data modeling and database systems as part of general education in CSE . . . . . . . . . . . . . . . . 143 Claudia Strödter The Mindstorm Effect: A Gender Analysis on the Influence of Lego Mindstorms in Computer Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Catherine Ball, Faron Moller and Reena Pau An experience in exploring the processing of formatted texts by a kynesthetic approach. . . 149 Carlo Bellettini, Violetta Lonati, Dario Malchiodi, Mattia Monga, Anna Morpurgo and Mauro Torelli Teachers’ Perceptions of the Value of Research-Based School Lectures . . . . . . . . . . . . . . . . . . . . 151 Jonathan Black, Paul Curzon, Chrystie Myketiak, Laura R. Meagher and Peter W McOwan Technocamps: Dod â gwyddoniaeth Gyfrifiadurol ir gorllewin pell (Bringing Computer Science to the far west) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Roger D. Boyle, Hannah M. Dee and Frederic Labrosse Computational thinking in context of ”Abenteuer Informatik” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Jens Gallenbacher Gaming and Mathematics: A Cross Curricular Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Sharon Jones, Renada Poteat and Beth Frierson Turi: Chatbot software for schools in the Turing Centenary year. . . . . . . . . . . . . . . . . . . . . . . . . . 159 Mathew J. Keegan, Hannah M. Dee and Roger D. Boyle Learning Fields in Vocational IT Education - Why Teachers Refrain From Taking an Opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Simone Opel and Torsten Brinda Save our Turtle Robots? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Emma Posey 5
Page 1 and 2: Fakultät für Mathematik, Informat
Page 3: Program Committee Michal Armoni Wei
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
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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
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A weak point of the Vigenère algor
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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
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