skip to main content
10.1145/2858796.2858800acmconferencesArticle/Chapter ViewAbstractPublication PagesiticseConference Proceedingsconference-collections
research-article

Concepts in K-9 Computer Science Education

Published: 04 July 2015 Publication History

Abstract

This exploratory study focuses on concepts and their assessment in K-9 computer science (CS) education. We analyzed concepts in local curriculum documents and guidelines, as well as interviewed K-9 teachers in two countries about their teaching and assessment practices. Moreover, we investigated the 'task based assessment' approach of the international Bebras contest by classifying the conceptual content and question structure of Bebras tasks spanning five years. Our results show a variety in breadth and focus in curriculum documents, with the notion of algorithm as a significant common concept. Teachers' practice appears to vary, depending on their respective backgrounds. Informal assessment practices are predominant, especially in the case of younger students. In the Bebras tasks, algorithms and data representation were found to be the main concept categories. The question structure follows specific patterns, but the relative frequencies of the patterns employed in the tasks vary over the years. Our analysis methods appear to be interesting in themselves, and the results of our study give rise to suggestions for follow-up research.

References

[1]
L.W. Anderson and D.R. Krathwohl. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman, New York, 2001.
[2]
Computing at School Working Group. Computer science: A curriculum for schools, March 2012. http://www.computingatschool.org.uk/data/uploads/ComputingCurric.pdf.
[3]
E. Barendsen, V. Dagiene, M. Saeli, and C. Schulte. Eliciting computing science teachers' PCK using the content representation format: Experiences and future directions. In Proceedings of ISSEP, pages 71--82, September, 22-24 2014.
[4]
E. Barendsen, P. Fisser, J. Krüger, and J. Tolboom. Herziening van het Nederlandse informaticacurriculum havo-vwo, 2014. Paper presented at ORD 2014, Groningen.
[5]
E. Barendsen and I. Henze. Teacher knowledge versus teacher practice: reflecting on classroom instruction and interaction through PCK-related observation. In Proceedings of NARST, 2012.
[6]
E. Baumgartner. Designing inquiry: Contexualizing teaching strategies in inquiry-based classrooms. In Proceedings of the Annual Conference of the American Educational Research Association, April, 22 1999.
[7]
Tim Bell, Jason Alexander, Isaac Freeman, and Mick Grimley. Computer Science Unplugged: School students doing real computing without computers. The New Zealand Journal of Applied Computing and Information Technology, 13(1):20--29, 2009.
[8]
Anders Berglund and Raymond Lister. Introductory programming and the didactic triangle. In Proceedings of the Twelfth Australasian Conference on Computing Education - Volume 103, ACE '10, pages 35--44, Darlinghurst, Australia, Australia, 2010. Australian Computer Society, Inc.
[9]
J. Biggs. Enhancing teaching through constructive alignment. Higher Education, 32:347--364, 1996.
[10]
J.B. Biggs and K.F. Collis. Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). Academic Press, 1982.
[11]
Russell Boyatt, Meurig Beynon, and Megan Beynon. Ghosts of programming past, present and yet to come. In Benedict du Boulay and Judith Good, editors, Proceedings of the 25th Annual Workshop of the Psychology of Programming Interest Group -- PPIG 2014, pages 171--182, 2014.
[12]
K. Brennan and M. Resnick. New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association, 2012.
[13]
British Educational Research Association. Ethical guidelines for Educational Research. Technical report, BERA, 2013.
[14]
Neil C. C. Brown, Sue Sentance, Tom Crick, and Simon Humphreys. Restart: The resurgence of computer science in UK schools. Trans. Comput. Educ., 14(2):9:1--9:22, June 2014.
[15]
Neil Christopher Charles Brown, Michael Kölling, Tom Crick, Simon Peyton Jones, Simon Humphreys, and Sue Sentance. Bringing computer science back into schools: Lessons from the UK. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education, SIGCSE '13, pages 269--274, New York, NY, USA, 2013. ACM.
[16]
S. Brown and D. McIntyre. Making sense of teaching. Open University Press, Buckingham, 1993.
[17]
L. Bucciarelli. Designing engineers. MIT Press, Cambridge, MA, 1994.
[18]
Quinn Burke. The markings of a new pencil: Introducing programming-as-writing in the middle school classroom. Journal of Media Literacy Education, 4(2):121--135, 2012.
[19]
Antonio Cartelli, Valentina Dagiene, and Gerald Futschek. Bebras contest and digital competence assessment: analysis of frameworks. International Journal of Digital Literacy and Digital Competence, 1(1):24--39, 2010.
[20]
Patrick J. Casey. Computer programming: A medium for teaching problem solving. Computers in the Schools, 13(1--2):41--51, July 1997.
[21]
Louis Cohen, Lawrence Manion, and Keith Morrison. Research methods in education. London, New York: Routledge, 2013.
[22]
Stephen Cooper, Lance C. Pérez, and Daphne Rainey. K--12 computational learning. Commun. ACM, 53:27--29, November 2010.
[23]
CSTA -- Computer Science Teachers Association. http://csta.acm.org/.
[24]
V. Dagiene. Information technology contests -- introduction to computer science in a attractive way. Informatics in Education, 5(1):37--46, 2006.
[25]
V. Dagiene and J. Skupiene. Learning by competitions: Olympiads in informatics as a tool for training high grade skills in programming. In T. Boyle, P. Oriogun, and A. Pakstas, editors, Proceedings of the 2nd International Conference on Information Technology: Research and Education, pages 79--83, Washington, DC, 2004. IEEE Computer Society.
[26]
Valentina Dagienė and Gerald Futschek. Bebras international contest on informatics and computer literacy: Criteria for good tasks. In Proceedings of the 3rd International Conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking, ISSEP '08 -- LNCS 5090, pages 19--30, Berlin, Heidelberg, 2008. Springer-Verlag.
[27]
Valentina Dagiene, Linda Mannila, Timo Poranen, Lennart Rolandsson, and Pär Söderhjelm. Students' performance on programming-related tasks in an informatics contest in Finland, Sweden and Lithuania. In Proceedings of the 2014 conference on Innovation & technology in computer science education, pages 153--158. ACM, 2014.
[28]
M. J. De Vries. Concept learning in technology education. Journal of Technical Education (JOTED), 1(1):147--151, 2013.
[29]
A. M. Decker. How Students Measure Up: An Assessment Instrument for Introductory Computer Science. PhD thesis, University at Buffalo (SUNY), Buffalo, NY, 2007.
[30]
Fadi P. Deek, Starr Roxanne Hiltz, Howard Kimmel, and Naomi Rotter. Cognitive assessment of students' problem solving and program development skills. Journal of Engineering Education, 88(3):317--326, 1999.
[31]
Department for Education. National Curriculum for England: Computing programme of study. Technical report, Department for Education, 2013.
[32]
S. Doukakis, A. Psaltidou, A. Stavraki, N. Adamopoulos, P. Tsiotakis, and S. Stergou. Measuring the technological pedagogical content knowledge (tpack) of in-service teachers of computer science who teach algorithms and programming in upper secondary education. In K. Fernstrom, editor, Readings in Technology and Education: Proceedings of ICICTE 2010, pages 442--452, 2010.
[33]
Caitlin Duncan, Tim Bell, and Steve Tanimoto. Should your 8-year-old learn coding? In Proceedings of the 9th Workshop in Primary and Secondary Computing Education, WiPSCE'14, pages 60--69. ACM, 2014.
[34]
European Schoolnet. Computing our future: Computer programming and coding -- Priorities, school curricula and initiatives across Europe (Update 2015), October 2015.
[35]
W. Feurzeig, S. Papert, M. Bloom, R. Grant, and C. Solomon. Programming-languages as a conceptual framework for teaching mathematics. SIGCUE Outlook, 4(2):13--17, April 1970.
[36]
British Department for Education. Computing programmes of study: key stages 1 and 2. national curriculum in england, 2013. http://www.computingatschool.org.uk.
[37]
Committee for the Workshops on Computational Thinking; National Research Council. Report of a Workshop on The Scope and Nature of Computational Thinking. The National Academies Press, 2010.
[38]
Committee for the Workshops on Computational Thinking; National Research Council. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. The National Academies Press, 2011.
[39]
D. Fortus, R.C. Dershimer, J. Krajcik, R.W. Marx, and R. Mamlok-Naaman. Design-based science and student learning. Journal of Research in Science Teaching, 41(10):1081--1110, 2004.
[40]
Jens Gallenbacher. Abenteuer Informatik. Springer Spektrum, Heidelberg, 2012.
[41]
Gess-Newsome, J. et al. Impact of educative materials and transformative professional development on teachers' PCK, practice, and student achievement. In Proceedings of the Annual Meeting of the National Association for Research in Science Teaching, pages 79--83, April 6 2011.
[42]
Graham R. Gibbs. Analysing qualitative data. Sage, 2007.
[43]
J. Goode and G. Chapman. Exploring Computer Science. http://exploringcs.org.
[44]
J.I. Goodlad. The scope of the curriculum field. In Curriculum inquiry, pages 17--41. New York: McGraw-Hill, 1979.
[45]
Nata\vsa Grgurina, Erik Barendsen, Bert Zwaneveld, Klaas van Veen, and Idzard Stoker. Computational thinking skills in dutch secondary education: Exploring pedagogical content knowledge. In Proceedings of the 14th Koli Calling International Conference on Computing Education Research, Koli Calling '14, pages 173--174, New York, NY, USA, 2014. ACM.
[46]
Shuchi Grover. Robotics and engineering for middle and high school students to develop computational thinking. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, 2011.
[47]
Shuchi Grover and Roy Pea. Computational thinking in k--12: A review of the state of the field. Educational Researcher, 42(1):38--43, 2013.
[48]
I. Henze, J.H. Van Driel, and N. Verloop. Development of experienced science teachers pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 30(10):1321--1342, 2008.
[49]
Chenglie Hu. Computational thinking: what it might mean and what we might do about it. In Proceedings of the 16th annual joint conference on Innovation and technology in computer science education, ITiCSE '11, pages 223--227, New York, NY, USA, 2011. ACM.
[50]
Peter Hubwieser, Michal Armoni, Michail N. Giannakos, and Roland T. Mittermeir. Perspectives and visions of computer science education in primary and secondary (k-12) schools. Transactions on Computing Education, 14(2):7:1--7:9, 2014.
[51]
Peter Hubwieser, Marc Berges, Johannes Magenheim, Niclas Schaper, Kathrin Bröker, Melanie Margaritis, Sigrid Schubert, and Laura Ohrndorf. Pedagogical content knowledge for computer science in German teacher education curricula. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education, WiPSE '13, pages 95--103, New York, NY, USA, 2013. ACM.
[52]
Peter Hubwieser and Andreas Mühling. Playing PISA with Bebras. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education, WiPSCE '14, pages 128--129, New York, NY, USA, 2014. ACM.
[53]
ISTE -- International Society for Technology in Education. http://www.iste.org/.
[54]
Yasmin B. Kafai and Quinn Burke. The social turn in K-12 programming: Moving from computational thinking to computational participation. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education, SIGCSE '13, pages 603--608. ACM, 2013.
[55]
KNAW. Digitale geletterdheid in het voortgezet onderwijs. Technical report, Koninklijke Nederlandse Akademie van Wetenschappen, 2012.
[56]
J.L. Kolodner. Case-based reasoning. In K.L. Sawyer, editor, The Cambridge handbook of the learning sciences, pages 225--242. Cambridge University Press, 2006.
[57]
H. Koppelman. Pedagogical content knowledge and educational cases in computer science: An exploration. In Proceedings of the Informing Science & IT Education Joint Conference (InSITE), pages 125--133, Santa Rosa, CA, June 22-25 2008. Informing Science Institute.
[58]
J.S. Krajcik and P. Blumenfeld. Project-based learning. In K.L. Sawyer, editor, The Cambridge handbook of the learning sciences, pages 317--333. Cambridge University Press, 2006.
[59]
D. Midian Kurland, Roy D. Pea, Catherine Clement, and Ronald Mawby. A study of the development of programming ability and thinking skills in high school students. J. of Educational Computing Research, 2(4):429--458, 1986.
[60]
Irene Lee, Fred Martin, and Katie Apone. Integrating computational thinking across the k-8 curriculum. ACM Inroads, 5(4):64--71, December 2014.
[61]
J. Loughran, A. Berry, and P. Mulhall. Understanding and Developing Science Teachers' Pedagogical Content Knowledge. Sense Publishers, Rotterdam, The Netherlands, 2006.
[62]
J. Loughran, P. Mulhall, and A. Berry. In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4):370--391, 2004.
[63]
James J. Lu and George H.L. Fletcher. Thinking about computational thinking. In Proceedings of the 40th ACM Technical Symposium on Computer Science Education, pages 260--264. ACM, 2009.
[64]
S. Magnusson, J. Krajcik, and H. Borko. Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome and N. G. Lederman, editors, Examining pedagogical content knowledge: The construct and its implications for science education, pages 95--132. Kluwer, 1999.
[65]
Linda Mannila, Valentina Dagiene, Barbara Demo, Natasa Grgurina, Claudio Mirolo, Lennart Rolandsson, and Amber Settle. Computational thinking in K-9 education. In Proceedings of the Working Group Reports of the 2014 on Innovation & Technology in Computer Science Education Conference, ITiCSE-WGR '14, pages 1--29, New York, NY, USA, 2014. ACM.
[66]
R. McCartney and J. Tenenberg, Eds. Trans. on Computing Education -- Special Issue on Computing Education in K-12 Schools, 14(2), June 2014.
[67]
Jerry Mead, Simon Gray, John Hamer, Richard James, Juha Sorva, Caroline St. Clair, and Lynda Thomas. A cognitive approach to identifying measurable milestones for programming skill acquisition. In Proc. of the 11th Conference on Innovation and Technology in Computer Science Education (ITiCSE '06), 2006.
[68]
Orni Meerbaum-Salant, Michal Armoni, and Mordechai (Moti) Ben-Ari. Learning computer science concepts with Scratch. In Proceedings of the Sixth International Workshop on Computing Education Research, ICER '10, pages 69--76, New York, NY, USA, 2010. ACM.
[69]
Roland Mittermeir, Ernestine Bischof, and Karin Hodnigg. Showing core-concepts of informatics to kids and their teachers. In ISSEP 2010, volume 5941 of LNCS, pages 143--154. Springer, 2010.
[70]
MIUR. Syllabus di elementi di informatica la scuola dell'obbligo -- anno 2010, December 2010. Working document.
[71]
Lijun Ni and Mark Guzdial. Who am I?: understanding high school computer science teachers' professional identity. In Proceedings of the 43rd ACM technical symposium on Computer Science Education, SIGCSE '12, pages 499--504, New York, NY, USA, 2012. ACM.
[72]
Seymour Papert. Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, Inc., New York, NY, USA, 1980.
[73]
Simon Papert. An exploration in the space of mathematics educations. International Journal of Computers for Mathematical Learning, 1(1):95--123, 1996.
[74]
Soonhye Park and Jee Kyung Suh. From portraying toward assessing pck: Drivers, dilemmas, and directions for future research. In A. Berry, P. Friedrichsen, and J. Loughran, editors, Re-examining pedagogical content knowledge in science education, pages 104--119. Routledge Press, London, 2015.
[75]
Roy D. Pea and D. Midian Kurland. On the cognitive effects of learning computer programming. New Ideas in Psychology, 2(2):137--168, 1984.
[76]
Mitchel Resnick et al. Scratch: programming for all. Communications of the ACM, 52:60--67, 2009.
[77]
Ralf Romeike. What's my challenge? the forgotten part of problem solving in computer science education. In Proceedings of the 3rd International Conference on Informatics in Secondary Schools - Evolution and Perspectives: Informatics Education - Supporting Computational Thinking, ISSEP '08, pages 122--133, Berlin, Heidelberg, 2008. Springer-Verlag.
[78]
M. Saeli. Teaching programming for secondary school: a pedagogical content knowledge based approach. PhD thesis, Eindhoven University of Technology, Eindhoven, The Netherlands, 2012.
[79]
D.A. Schön. The reflective practitioner: How professionals think in action. Basic Books, New York, US, 1983.
[80]
Carsten Schulte. Reflections on the role of programming in primary and secondary computing education. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education, WiPSE '13, pages 17--24, New York, NY, USA, 2013. ACM.
[81]
Deborah Seehorn, editor. K-12 Computer Science Standards -- Revised 2011: The CSTA Standards Task Force. ACM, October 2011. Deborah Seehorn, Chair; CSTA - Computer Science Teachers Association.
[82]
Judy Sheard, Angela Carbone, Raymond Lister, Beth Simon, Errol Thompson, and Jacqueline L. Whalley. Going SOLO to assess novice programmers. In Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE '08, pages 209--213, New York, NY, USA, 2008. ACM.
[83]
Lee S. Shulman. Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2):4--14, 1986.
[84]
Christopher W. Starr, Bill Manaris, and RoxAnn H. Stalvey. Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. In Proceedings of the 39th SIGCSE technical symposium on Computer science education, SIGCSE '08, pages 261--265. ACM, 2008.
[85]
T. Steenvoorden. Characterizing fundamental ideas in international computer science curricula. Master's thesis, Radboud University, The Netherlands, 2015.
[86]
C. Taylor et al. Computer science concept inventories: past and future. Computer Science Education, 24(4):253--276, 2014.
[87]
Allison Elliott Tew and Mark Guzdial. Developing a validated assessment of fundamental CS1 concepts. In Proceedings of the 41st ACM Technical Symposium on Computer Science Education, SIGCSE '10, pages 97--101, New York, NY, USA, 2010. ACM.
[88]
The Royal Society. Shut down or restart? The way forward for computing in UK schools. London: The Royal Society, 2012.
[89]
A. Thijs, P. Fisser, and M. Van der Hoeven. 21ste eeuwse vaardigheden in het curriculum van het funderend onderwijs. Enschede: SLO, 2014.
[90]
Errol Thompson, Andrew Luxton-Reilly, Jacqueline L. Whalley, Minjie Hu, and Phil Robbins. Bloom's taxonomy for CS assessment. In Proceedings of the Tenth Conference on Australasian Computing Education - Volume 78, ACE '08, pages 155--161, Darlinghurst, Australia, Australia, 2008. Australian Computer Society, Inc.
[91]
Allen Tucker, editor. A Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Task Force Curriculum Committee. ACM, New York, NY, USA, October 2003. Allen Tucker, Chair; CSTA - Computer Science Teachers Association.
[92]
J.J.H. Van den Akker. Curriculum perspectives: An introduction. In J.J.H. Van den Akker, W. Kuiper, and U. Hameyer, editors, Curriculum landscapes and trends, pages 31--10. Springer, 2003.
[93]
Annette Vee. Understanding computer programming as a literacy. Literacy in Composition Studies, 1(2):42--64, 2013.
[94]
K.B. Wendell and H.-S. Lee. Elementary students learning of materials science practices through instruction based on engineering design tasks. Journal of Science Education and Technology, 19(6):580--601, 2010.
[95]
Linda Werner, Jill Denner, Shannon Campe, and Damon Chizuru Kawamoto. The fairy performance assessment: Measuring computational thinking in middle school. In Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, pages 215--220. ACM, 2012.
[96]
Jacqueline Whalley and Raymond Lister. The BRACElet 2009.1 (wellington) specification. In Margaret Hamilton and Tony Clear, editors, Eleventh Australasian Computing Education Conference (ACE 2009), volume 95 of CRPIT, pages 9--18. Australian Computer Society, Inc. (ACS), 2009.
[97]
Jeannette M Wing. Computational thinking. Communications of the ACM, 49(3):33--35, 2006.
[98]
Jeannette M. Wing. Computational thinking: What and why? The Link Magazine, 2011.
[99]
D. Wongsopawiro. Examining science teachers' pedagogical content knowledge in the context of a professional development program. PhD thesis, Leiden University, Leiden, The Netherlands, 2012.

Cited By

View all
  • (2025)Principles of the Internet - Model Lessons for Lower Secondary School: Experience ReportProceedings of the 56th ACM Technical Symposium on Computer Science Education V. 110.1145/3641554.3701977(1274-1280)Online publication date: 12-Feb-2025
  • (2024)From Servers to Satellites: Understanding Internet Principles among New Computer Science TeachersACM Transactions on Computing Education10.1145/370915025:1(1-33)Online publication date: 24-Dec-2024
  • (2024)Clouds, Hacking and App Permissions: Model Lessons for Grades 5-7: Experience ReportProceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 110.1145/3649165.3690133(26-32)Online publication date: 5-Dec-2024
  • Show More Cited By

Recommendations

Comments

Information & Contributors

Information

Published In

cover image ACM Conferences
ITICSE-WGR '15: Proceedings of the 2015 ITiCSE on Working Group Reports
July 2015
200 pages
ISBN:9781450341462
DOI:10.1145/2858796
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Sponsors

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 04 July 2015

Permissions

Request permissions for this article.

Check for updates

Author Tags

  1. assessment
  2. bebras
  3. cs concepts
  4. curricula
  5. k-9 education
  6. teachers

Qualifiers

  • Research-article

Conference

ITICSE '15
Sponsor:

Acceptance Rates

ITICSE-WGR '15 Paper Acceptance Rate 7 of 7 submissions, 100%;
Overall Acceptance Rate 552 of 1,613 submissions, 34%

Upcoming Conference

ITiCSE '25
Innovation and Technology in Computer Science Education
June 27 - July 2, 2025
Nijmegen , Netherlands

Contributors

Other Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

  • Downloads (Last 12 months)45
  • Downloads (Last 6 weeks)2
Reflects downloads up to 18 Feb 2025

Other Metrics

Citations

Cited By

View all
  • (2025)Principles of the Internet - Model Lessons for Lower Secondary School: Experience ReportProceedings of the 56th ACM Technical Symposium on Computer Science Education V. 110.1145/3641554.3701977(1274-1280)Online publication date: 12-Feb-2025
  • (2024)From Servers to Satellites: Understanding Internet Principles among New Computer Science TeachersACM Transactions on Computing Education10.1145/370915025:1(1-33)Online publication date: 24-Dec-2024
  • (2024)Clouds, Hacking and App Permissions: Model Lessons for Grades 5-7: Experience ReportProceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 110.1145/3649165.3690133(26-32)Online publication date: 5-Dec-2024
  • (2023)A validity and reliability study of the Turkish computational thinking scaleJournal of Educational Technology and Online Learning10.31681/jetol.12173636:2(421-437)Online publication date: 31-May-2023
  • (2023)Analysis of Information Technology-Based Educational Human Resource Development Strategies at the Higher Education LevelJurnal Iqra' : Kajian Ilmu Pendidikan10.25217/ji.v8i1.26768:1(280-298)Online publication date: 9-Jun-2023
  • (2023)Investigating K-12 Computing Education in Four African Countries (Botswana, Kenya, Nigeria, and Uganda)ACM Transactions on Computing Education10.1145/355492423:1(1-29)Online publication date: 24-Jan-2023
  • (2022)Short Tasks for Scaffolding Computational Thinking by the Global Bebras ChallengeMathematics10.3390/math1017319410:17(3194)Online publication date: 4-Sep-2022
  • (2022)Broadening Participation in ComputingProceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 110.1145/3502718.3524773(393-399)Online publication date: 7-Jul-2022
  • (2022)Review on Challenges and Solutions in Novice Programming Education2022 IEEE International Conference on Computing (ICOCO)10.1109/ICOCO56118.2022.10031657(55-61)Online publication date: 14-Nov-2022
  • (2022)A systematic review of primary school teachers’ experiences with digital technologies curriculaEducation and Information Technologies10.1007/s10639-022-11127-z27:9(12585-12607)Online publication date: 3-Jun-2022
  • Show More Cited By

View Options

Login options

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

Figures

Tables

Media

Share

Share

Share this Publication link

Share on social media