@article{Grgurina2013,
  author    = {Grgurina, Nataša},
  title     = {Computational thinking in Dutch secondary education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64556},
  pages     = {119 -- 123},
  year      = {2013},
  abstract  = {We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students' Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students' CT and design a curriculum intervention geared toward teaching and improving students' CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.},
  language  = {en}
}
@article{Weise2013,
  author    = {Weise, Martin},
  title     = {A model for teaching informatics to German secondary school students in English-language bilingual education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64568},
  pages     = {127 -- 137},
  year      = {2013},
  abstract  = {Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction - largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.},
  language  = {en}
}
@article{BellettiniLonatiMalchiodietal.2013,
  author    = {Bellettini, Carlo and Lonati, Violetta and Malchiodi, Dario and Monga, Mattia and Morpurgo, Anna and Torelli, Mauro},
  title     = {What you see is what you have in mind},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64612},
  pages     = {139 -- 147},
  year      = {2013},
  abstract  = {In this paper we report on our experiments in teaching computer science concepts with a mix of tangible and abstract object manipulations. The goal we set ourselves was to let pupils discover the challenges one has to meet to automatically manipulate formatted text. We worked with a group of 25 secondary school pupils (9-10th grade), and they were actually able to "invent" the concept of mark-up language. From this experiment we distilled a set of activities which will be replicated in other classes (6th grade) under the guidance of maths teachers.},
  language  = {en}
}
@article{PlanteuStandlGrossmannetal.2013,
  author    = {Planteu, Lukas and Standl, Bernhard and Grossmann, Wilfried and Neuwirth, Erich},
  title     = {Integrating school practice in Austrian teacher education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64628},
  pages     = {151 -- 152},
  year      = {2013},
  abstract  = {We present a concept of better integration of practical teaching in student teacher education in Computer Science. As an introduction to the workshop different possible scenarios are discussed on the basis of examples. Afterwards workshop participants will have the opportunity to discuss the application of the aconcepts in other settings.},
  language  = {en}
}
@article{HofukuChoNishidaetal.2013,
  author    = {Hofuku, Yoyoi and Cho, Shinya and Nishida, Tomohiro and Kanemune, Susumu},
  title     = {Why is programming difficult?},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64458},
  pages     = {13 -- 24},
  year      = {2013},
  abstract  = {In this article, we propose a model for an understanding process that learners can use while studying programming. We focus on the "small step" method, in which students learn only a few concepts for one program to avoid having trouble with learning programming. We also analyze the difference in the description order between several C programming textbooks on the basis of the model. We developed a tool to detect "gaps" (a lot of concepts to be learned in a program) in programming textbooks.},
  language  = {de}
}
@article{Linck2013,
  author    = {Linck, Barbara},
  title     = {Test items for and misconceptions of competences in the domain of logic programming},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64461},
  pages     = {25 -- 34},
  year      = {2013},
  abstract  = {Development of competence-oriented curricula is still an important theme in informatics education. Unfortunately informatics curricula, which include the domain of logic programming, are still input-orientated or lack detailed competence descriptions. Therefore, the development of competence model and of learning outcomes' descriptions is essential for the learning process in this domain. A prior research developed both. The next research step is to formulate test items to measure the described learning outcomes. This article describes this procedure and exemplifies test items. It also relates a test in school to the items and shows which misconceptions and typical errors are important to discuss in class. The test result can also confirm or disprove the competence model. Therefore, this school test is important for theoretical research as well as for the concrete planning of lessons. Quantitative analysis in school is important for evaluation and improvement of informatics education.},
  language  = {en}
}
@article{KimPark2013,
  author    = {Kim, Seungyon and Park, Seongbin},
  title     = {Teaching NP completeness in secondary schools},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64476},
  pages     = {35 -- 38},
  year      = {2013},
  abstract  = {In this paper, we show how the theory of NP completeness can be introduced to students in secondary schools. The motivation of this research is that although there are difficult issues that require technical backgrounds, students are already familiar with demanding computational problems through games such as Sudoku or Tetris. Our intention is to bring together important concepts in the theory of NP completeness in such a way that students in secondary schools can easily understand them. This is part of our ongoing research about how to teach fundamental issues in Computer Science in secondary schools. We discuss what needs to be taught in which sequence in order to introduce ideas behind NP completeness to students without technical backgrounds.},
  language  = {en}
}
@article{Vaniček2013,
  author    = {Van{\´i}ček, Jiř{\´i}},
  title     = {Introducing topics from informatics into primary school curricula},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64482},
  pages     = {41 -- 51},
  year      = {2013},
  abstract  = {The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics.},
  language  = {en}
}
@article{Kneiphoff2013,
  author    = {Kneiphoff, Anika Hanna},
  title     = {eTeams: Zum Aufbau und zur Implementierung studentischer eLearning-Expertinnen und Experten im Beratungseinsatz f{\"u}r Lehrende der Ruhr-Universit{\"a}t Bochum},
  series = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  journal   = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-44212},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442121},
  pages     = {39 -- 49},
  year      = {2013},
  abstract  = {Der Artikel {\"u}ber das Projekt eTeam der Stabsstelle eLearning stellt einen reinen Praxisbericht dar und befasst sich zun{\"a}chst mit der Idee, die zur Entwicklung des Vorhabens f{\"u}hrte, in dem studentische eLearning-Expertinnen und -Experten Lehrende bei der Umsetzung von Online-Elementen in Lehrveranstaltungen unterst{\"u}tzen. Mit drei Teams in verschiedenen Fakult{\"a}ten, jeweils bestehend aus zwei studentischen Mitarbeitenden, machte sich das Projekt im Sommersemester (SoSe) 2010 auf den Weg, praktisch an der Ruhr-Universit{\"a}t Bochum (RUB) ausgef{\"u}hrt zu werden. Die Projektvorbereitungen, Erfahrungen aus dem Pilotdurchgang sowie die Sicht der Fakult{\"a}ten auf das Konzept und den aktuellen Projektstand werden in diesem Artikel beleuchtet und thematisiert.},
  language  = {de}
}
@article{MauchSteinwegsKirchhof2013,
  author    = {Mauch, Martina and Steinwegs, Claudia and Kirchhof, Alexander},
  title     = {Studentische Berater/innen im E-Learning Team},
  series = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  journal   = {E-Learning Symposium 2012 : Aktuelle Anwendungen, innovative Prozesse und neueste Ergebnisse aus der E-Learning-Praxis ; Potsdam, 17. November 2012},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-44213},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442134},
  pages     = {51 -- 62},
  year      = {2013},
  abstract  = {Das Projekt „Support for E-Learning" (SupEr) fokussierte auf die dauerhafte Sicherung eines an der Fachhochschule verankerten Unterst{\"u}tzungsangebotes f{\"u}r Lehrende und Studierende in den Bereichen online-gest{\"u}tzte Lehrveranstaltungen und Veranstaltungsaufzeichnungen (E-Learning). Da dauerhafte personelle Ressourcen an der Fachhochschule begrenzt sind, erprobte das Projekt eine E-Learning Supportstruktur mit Hilfe von Studierenden. Das Supportkonzept betonte die Beratung von Professor/inn/en durch studentische Mitarbeiter/innen und unterschied sich dadurch von Konzepten anderer deutscher Hochschulen.},
  language  = {de}
}