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ORCIDComputer Science Education, Volume 34
Volume 34, Number 1, January 2024
- Brian Dorn, Jan Vahrenhold:
Editorial. 1-3 - Teresa M. Ober
, Ying Cheng, Meghan R. Coggins, Paul R. Brenner, Janice Zdankus, Phil Gonsalves, Emmanuel Johnson, Tim Urdan:
Charting a path for growth in middle school students' attitudes toward computer programming. 4-36 - Steve Balady, Cynthia Bagier Taylor:
Students' expert-like attitudes in calculus and introductory computer science courses with active-learning pedagogy. 37-67 - Jill Denner, Heather Bell, David M. Torres, Emily Green:
Computing education pathways from high school to community college: key strategies for aligning institutional systems. 68-86 - Mara Kirdani-Ryan, Amy J. Ko, Emilia A. Borisova:
"Taught to be automata": Examining the departmental role in shaping initial career choices of computing students. 87-113 - Amanda A. Barrett, Colin T. Smith, Courtni H. Hafen, Emilee Severe, Elizabeth G. Bailey:
The impact of gender roles and previous exposure on major choice, perceived competence, and belonging: a qualitative study of students in computer science and bioinformatics classes. 114-136 - Kathleen J. Lehman, Julia Rose Karpicz, Tomoko M. Nakajima, Linda J. Sax, Veronika Rozhenkova:
"None of This Happens in a Vacuum": The Impact of External Dynamics on Department Chairs' Efforts to Broaden Participation in Undergraduate Computing. 137-159
Volume 34, Number 2, April 2024
- Ismaila Temitayo Sanusi, Kissinger Sunday, Solomon Sunday Oyelere, Jarkko Suhonen, Henriikka Vartiainen, Markku Tukiainen:
Learning machine learning with young children: exploring informal settings in an African context. 161-192 - Bin Tan, Hao-Yue Jin, Maria Cutumisu:
The applications of machine learning in computational thinking assessments: a scoping review. 193-221 - Robin Jocius, Jennifer L. Albert, Ian O'Byrne, Deepti Joshi, Richard Robinson, Melanie Blanton:
Computational thinking infusion as transformative teaching: investigating content area teacher perspectives and practices. 222-251 - Olgun Sadik, Anne T. Ottenbreit-Leftwich:
Understanding U.S. secondary computer science teachers' challenges and needs. 252-284 - Lijun Ni, Yan Tian, Tom McKlin, Jake Baskin:
Who is Teaching Computer Science? Understanding Professional Identity of American Computer Science Teachers through a National Survey. 285-309 - Nicole D. Martin, Stephanie N. Baker, Madeline Haynes, Jayce R. Warner:
The Motivation to Teach Computer Science (MTCS) scale: development, validation, and implications for use. 310-327
Volume 34, Number 3, July 2024
- Brian Dorn, Jan Vahrenhold:
Editorial. 329-330 - Hugo G. Lapierre, Patrick Charland, Pierre-Majorique Léger:
Looking "Under the hood" of learning computer programming: the emotional and cognitive differences between novices and beginners. 331-352 - Zachary M. Savelson, Kasia Muldner:
How do students feel and collaborate during programming activities in the productive failure paradigm? 353-386 - Luis Morales-Navarro, Michael T. Giang, Deborah A. Fields, Yasmin B. Kafai:
Connecting beliefs, mindsets, anxiety and self-efficacy in computer science learning: an instrument for capturing secondary school students' self-beliefs. 387-413 - Renske Weeda, Sjaak Smetsers, Erik Barendsen:
Unraveling novices' code composition difficulties. 414-441 - Oscar Karnalim, Simon, William J. Chivers:
Reporting less coincidental similarity to educate students about programming plagiarism and collusion. 442-472 - Fatima Abu Deeb, Timothy J. Hickey:
Impact of reflection in auto-graders: an empirical study of novice coders. 473-494 - Kristina Torine Litherland, Anders Kluge:
Learning to program as empirical inquiry: using a conversation perspective to explore student programming processes. 495-519 - Ronit Shmallo, Adi Katz:
Gender differences and transferring knowledge in database modeling. 520-545 - Jamie Colwell, Amy Hutchison, Kristie Gutierrez, Jeff Offutt, Anya S. Evmenova:
Elementary teachers' experiences in online professional development for literacy-focused computer science instruction for all learners. 546-565 - Amanda Peel, Sugat Dabholkar, Gabriella Anton, Mike S. Horn, Uri Wilensky:
Characterizing changes in teacher practice and values through co-design and implementation of computational thinking integrated biology units. 566-591
Volume 34, Number 4, October 2024
- Brian Dorn, Jan Vahrenhold:
Editorial. 593-595 - Camilo Vieira, Jennifer L. Chiu, Bernny Velasquez:
Towards a learning progression of sequencing and algorithm design for five- and six-years-old children engaging with an educational robot. 596-616 - Meghan M. Parkinson, Seppe Hermans, David Gijbels, Daniel L. Dinsmore:
Exploring debugging processes and regulation strategies during collaborative coding tasks among elementary and secondary students. 617-644 - Christopher Petrie:
Design and use of domain-specific programming platforms: interdisciplinary computational thinking with EarSketch and TunePad. 645-678 - Leiny Garcia, Miranda C. Parker, Mark Warschauer:
Coding attitudes of fourth-grade latinx students during distance learning. 679-717 - Gayithri Jayathirtha, Deborah A. Fields, Yasmin B. Kafai:
Distributed debugging with electronic textiles: understanding high school student pairs' problem-solving strategies, practices, and perspectives on repairing physical computing projects. 718-752 - Chen Chen, Jonathan Rothwell, Pedrito Maynard-Zhang:
In-school and/or out-of-school computer science learning influence on CS career interests, mediated by having role-models. 753-777 - Cassie Quigley, Danielle Herro, Holly Plank, Aileen Owens, Oluwadara Abimbade:
Transforming computer science education: exploration of computer science interest and identity of historically underrepresented youth. 778-805 - Anna van der Meulen, Mijke Hartendorp, Wendy Voorn, Felienne Hermans:
Observing the computational concept of abstraction in blind and low vision learners using the Bee-bot and Blue-bot. 806-828 - Michael Lachney, Madison C. Allen Kuyenga, Jada Phelps, Aman Yadav, Matt Drazin:
"Everybody's searching their roots": centering Black nature-cultures of belonging in non-compulsory computer science education. 829-863 - Zhanxia Yang, Marina Umaschi Bers:
Examining Gender Difference in the Use of ScratchJr in a Programming Curriculum for First Graders. 864-885
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