| Efficient Structural Analysis of Source Code for Large Scale Applications in Education | 0 | 0.34 | 2022 |
| Re-use of programming patterns or problem solving? - representation of scratch programs by TGraphs to support static code analysis. | 0 | 0.34 | 2020 |
| Kompetenzen und Kompetenzmodelle zum objektorientierten Programmieren. | 0 | 0.34 | 2019 |
| How to Transform Programming Processes in Scratch to Graphical Visualizations | 0 | 0.34 | 2019 |
| Aufgabe ist nicht gleich Aufgabe - Vielfältige Aufgabentypen bewusst in Scratch einsetzen. | 0 | 0.34 | 2019 |
| Towards competency based testing and feedback: Competency definition and measurement in the field of algorithms & data structures. | 0 | 0.34 | 2017 |
| Teaching sequence diagrams to programming beginners: And the change of algorithmic conceptions. | 0 | 0.34 | 2017 |
| Computational thinking as springboard for learning object-oriented programming in an interactive MOOC. | 0 | 0.34 | 2017 |
| Analysis of scratch projects of an introductory programming course for primary school students. | 1 | 0.37 | 2017 |
| Willkommen im Programmierzirkus - Ein Programmierkurs für Grundschulen. | 0 | 0.34 | 2017 |
| Kompetenzbasierte Gestaltungsempfehlungen für Informatik-Tutorenschulungen. | 0 | 0.34 | 2017 |
| Undergraduate teaching assistants in computer science: Teaching-related beliefs, tasks, and competences. | 1 | 0.35 | 2017 |
| How To Attract The Girls: Gender-Specific Performance And Motivation In The Bebras Challenge | 2 | 0.37 | 2016 |
| DiCS-Index: Predicting Student Performance in Computer Science by Analyzing Learning Behaviors | 2 | 0.35 | 2016 |
| Different Perceptions of Computer Science | 3 | 0.47 | 2016 |
| Towards Deriving Programming Competencies from Student Errors | 0 | 0.34 | 2016 |
| Primary school teachers' opinions about early computer science education. | 1 | 0.37 | 2016 |
| A Competency Structure Model of Object-Oriented Programming | 4 | 0.54 | 2016 |
| Towards a Competency Model for Object-Oriented Programming | 1 | 0.40 | 2015 |
| Development of a competency model for computer science teachers at secondary school level | 2 | 0.42 | 2015 |
| Evaluation of Source Code with Item Response Theory | 7 | 0.60 | 2015 |
| Design and First Results of a Psychometric Test for Measuring Basic Programming Abilities. | 9 | 0.61 | 2015 |
| A Global Snapshot of Computer Science Education in K-12 Schools. | 12 | 1.21 | 2015 |
| Gender differences in programming: research results and teachers' perception | 5 | 0.50 | 2015 |
| In Memoriam: Roland Mittermeir (1950--2014) | 0 | 0.34 | 2015 |
| How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions | 8 | 0.59 | 2015 |
| Searching for Barriers to Learning Iteration and Runtime in Computer Science. | 2 | 0.42 | 2015 |
| Measuring Student Competences in German Upper Secondary Computer Science Education. | 2 | 0.55 | 2014 |
| Scratch vs. Karel: impact on learning outcomes and motivation | 9 | 0.66 | 2014 |
| Competency Mining in Large Data Sets - Preparing Large Scale Investigations in Computer Science Education | 4 | 0.92 | 2014 |
| Playing PISA with bebras | 9 | 0.84 | 2014 |
| Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools | 13 | 0.81 | 2014 |
| Developing a competency model for teaching computer science in schools | 6 | 1.04 | 2013 |
| Teaching Algorithmic Thinking Using Haptic Models for Visually Impaired Students | 6 | 0.88 | 2013 |
| The darmstadt model: a first step towards a research framework for computer science education in schools | 10 | 1.21 | 2013 |
| Types of assignments for novice programmers | 0 | 0.34 | 2013 |
| Belebt die Einführung des Schulfachs Informatik die Nachfrage nach einem Informatikstudium? | 0 | 0.34 | 2013 |
| Pedagogical content knowledge for computer science in German teacher education curricula | 6 | 0.90 | 2013 |
| Towards a conceptualization of pedagogical content knowledge for computer science | 21 | 1.59 | 2013 |
| How students estimate the effects of ICT and programming courses | 6 | 0.54 | 2013 |
| Concept specification maps: displaying content structures | 2 | 0.67 | 2013 |
| Teaching spreadsheets to visually-impaired students in an environment similar to a mainstream class | 1 | 0.41 | 2013 |
| Students' perceptions of the differences between ICT and programming courses | 0 | 0.34 | 2012 |
| Is self-efficacy in programming decreasing with the level of programming skills? | 5 | 0.54 | 2012 |
| How teachers in different educational systems value central concepts of computer science | 1 | 0.34 | 2012 |
| The gap between knowledge and ability | 7 | 0.56 | 2012 |
| Comparing CSTA K-12 computer science standards with Austrian curricula | 0 | 0.34 | 2012 |
| Towards an overview map of object-oriented programming and design | 1 | 0.39 | 2012 |
| Students, teachers and phenomena: educational reconstruction for computer science education | 17 | 1.95 | 2012 |
| A Social Network for Learning - Supporting Collaborative Learning based on the Ontology for Educational Knowledge. | 0 | 0.34 | 2012 |
