@article{PrzybyllaRomeike2018,
  author    = {Przybylla, Mareen and Romeike, Ralf},
  title     = {Empowering learners with tools in CS education},
  series = {it - Information Technology},
  volume    = {60},
  journal   = {it - Information Technology},
  number    = {2},
  publisher = {De Gruyter},
  address   = {Berlin},
  issn      = {1611-2776},
  doi       = {10.1515/itit-2017-0032},
  pages     = {91 -- 101},
  year      = {2018},
  abstract  = {In computer science, computer systems are both, objects of investigation and tools that enable creative learning and design. Tools for learning have a long tradition in computer science education. Already in the late 1960s, Papert developed a concept which had an immense impact on the development of informal education in the following years: his theory of constructionism understands learning as a creative process of knowledge construction that is most effective when learners create something purposeful that they can try out, show around, discuss, analyse and receive praise for. By now, there are numerous learning and programming environments that are based on the constructionist ideas. Modern tools offer opportunities for students to learn in motivating ways and gain impressive results in programming games, animations, implementing 3D models or developing interactive objects. This article gives an overview of computer science education research related to tools and media to be used in educational settings. We analyse different types of tools with a special focus on the categorization and development of tools for student adequate physical computing activities in the classroom. Research around the development and evaluation of tools and learning resources in the domain of physical computing is illustrated with the example of "My Interactive Garden", a constructionist learning and programming environment. It is explained how the results from empirical studies are integrated in the continuous development of the learning material.},
  language  = {en}
}
@article{DiethelmSyrbe2015,
  author    = {Diethelm, Ira and Syrbe, J{\"o}rn},
  title     = {Let's talk about CS!},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82983},
  pages     = {411 -- 414},
  year      = {2015},
  abstract  = {To communicate about a science is the most important key competence in education for any science. Without communication we cannot teach, so teachers should reflect about the language they use in class properly. But the language students and teachers use to communicate about their CS courses is very heterogeneous, inconsistent and deeply influenced by tool names. There is a big lack of research and discussion in CS education regarding the terminology and the role of concepts and tools in our science. We don't have a consistent set of terminology that we agree on to be helpful for learning our science. This makes it nearly impossible to do research on CS competencies as long as we have not agreed on the names we use to describe these. This workshop intends to provide room to fill with discussion and first ideas for future research in this field.},
  language  = {en}
}