@article{Ohrndorf2015,
  author    = {Ohrndorf, Laura},
  title     = {Assignments in Computer Science Education},
  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-opus4-82868},
  pages     = {327 -- 333},
  year      = {2015},
  abstract  = {In this paper we describe the recent state of our research project concerning computer science teachers' knowledge on students' cognition. We did a comprehensive analysis of textbooks, curricula and other resources, which give teachers guidance to formulate assignments. In comparison to other subjects there are only a few concepts and strategies taught to prospective computer science teachers in university. We summarize them and given an overview on our empirical approach to measure this knowledge.},
  language  = {en}
}
@article{OpelKramerTrommenetal.2015,
  author    = {Opel, Simone and Kramer, Matthias and Trommen, Michael and Pottb{\"a}cker, Florian and Ilaghef, Youssef},
  title     = {BugHunt},
  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-opus4-82693},
  pages     = {217 -- 233},
  year      = {2015},
  abstract  = {Competencies related to operating systems and computer security are usually taught systematically. In this paper we present a different approach, in which students have to remove virus-like behaviour on their respective computers, which has been induced by software developed for this purpose. They have to develop appropriate problem-solving strategies and thereby explore essential elements of the operating system. The approach was implemented exemplarily in two computer science courses at a regional general upper secondary school and showed great motivation and interest in the participating students.},
  language  = {en}
}
@article{BroekerKastensMagenheim2015,
  author    = {Br{\"o}ker, Kathrin and Kastens, Uwe and Magenheim, Johannes},
  title     = {Competences of Undergraduate Computer Science Students},
  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-opus4-82613},
  pages     = {77 -- 96},
  year      = {2015},
  abstract  = {The paper presents two approaches to the development of a Computer Science Competence Model for the needs of curriculum development and evaluation in Higher Education. A normativetheoretical approach is based on the AKT and ACM/IEEE curriculum and will be used within the recommendations of the German Informatics Society (GI) for the design of CS curricula. An empirically oriented approach refines the categories of the first one with regard to specific subject areas by conducting content analysis on CS curricula of important universities from several countries. The refined model will be used for the needs of students' e-assessment and subsequent affirmative action of the CS departments.},
  language  = {en}
}
@article{BottinoChioccariello2015,
  author    = {Bottino, Rosa and Chioccariello, Augusto},
  title     = {Computational Thinking},
  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-opus4-82820},
  pages     = {301 -- 309},
  year      = {2015},
  abstract  = {Digital technology has radically changed the way people work in industry, finance, services, media and commerce. Informatics has contributed to the scientific and technological development of our society in general and to the digital revolution in particular. Computational thinking is the term indicating the key ideas of this discipline that might be included in the key competencies underlying the curriculum of compulsory education. The educational potential of informatics has a history dating back to the sixties. In this article, we briefly revisit this history looking for lessons learned. In particular, we focus on experiences of teaching and learning programming. However, computational thinking is more than coding. It is a way of thinking and practicing interactive dynamic modeling with computers. We advocate that learners can practice computational thinking in playful contexts where they can develop personal projects, for example building videogames and/or robots, share and discuss their construction with others. In our view, this approach allows an integration of computational thinking in the K-12 curriculum across disciplines.},
  language  = {en}
}
@article{Webb2015,
  author    = {Webb, Mary},
  title     = {Considerations for the Design of Computing Curricula},
  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-opus4-82723},
  pages     = {267 -- 283},
  year      = {2015},
  abstract  = {This paper originated from discussions about the need for important changes in the curriculum for Computing including two focus group meetings at IFIP conferences over the last two years. The paper examines how recent developments in curriculum, together with insights from curriculum thinking in other subject areas, especially mathematics and science, can inform curriculum design for Computing. The analysis presented in the paper provides insights into the complexity of curriculum design as well as identifying important constraints and considerations for the ongoing development of a vision and framework for a Computing curriculum.},
  language  = {en}
}
@article{Micheuz2015,
  author    = {Micheuz, Peter},
  title     = {Discussing Educational Standards for Digital Competence and/or Informatics Education at Lower Secondary Level},
  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-opus4-83008},
  pages     = {425 -- 431},
  year      = {2015},
  abstract  = {Participants of this workshop will be confronted exemplarily with a considerable inconsistency of global Informatics education at lower secondary level. More importantly, they are invited to contribute actively on this issue in form of short case studies of their countries. Until now, very few countries have been successful in implementing Informatics or Computing at primary and lower secondary level. The spectrum from digital literacy to informatics, particularly as a discipline in its own right, has not really achieved a breakthrough and seems to be underrepresented for these age groups. The goal of this workshop is not only to discuss the anamnesis and diagnosis of this fragmented field, but also to discuss and suggest viable forms of therapy in form of setting educational standards. Making visible good practices in some countries and comparing successful approaches are rewarding tasks for this workshop. Discussing and defining common educational standards on a transcontinental level for the age group of 14 to 15 years old students in a readable, assessable and acceptable form should keep the participants of this workshop active beyond the limited time at the workshop.},
  language  = {en}
}
@article{Buechner2015,
  author    = {B{\"u}chner, Steffen},
  title     = {Empirical and Normative Research on Fundamental Ideas of Embedded System Development},
  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-opus4-82949},
  pages     = {393 -- 396},
  year      = {2015},
  language  = {en}
}
@article{MagenheimNellesNeugebaueretal.2015,
  author    = {Magenheim, Johannes and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid},
  title     = {Expert Rating of Competence Levels in Upper Secondary Computer Science Education},
  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-opus4-82683},
  pages     = {199 -- 216},
  year      = {2015},
  abstract  = {In the project MoKoM, which is funded by the German Research Foundation (DFG) from 2008 to 2012, a test instrument measuring students' competences in computer science was developed. This paper presents the results of an expert rating of the levels of students' competences done for the items of the instrument. At first we will describe the difficulty-relevant features that were used for the evaluation. These were deduced from computer science, psychological and didactical findings and resources. Potentials and desiderata of this research method are discussed further on. Finally we will present our conclusions on the results and give an outlook on further steps.},
  language  = {en}
}
@article{MainaAngondiWaga2015,
  author    = {Maina, Anthony Gioko and Angondi, Enos Kiforo and Waga, Rosemary},
  title     = {How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition?},
  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-opus4-82856},
  pages     = {319 -- 326},
  year      = {2015},
  abstract  = {This study aimed at following how teachers transfer skills into results while using ABRA literacy software. This was done in the second part of the pilot study whose aim was to provide equity to control group teachers and students by exposing them to the ABRACADABRA treatment after the end of phase 1. This opportunity was used to follow the phase 1 teachers to see how the skills learned were being transformed into results. A standard three-day initial training and planning session on how to use ABRA to teach literacy was held at the beginning of each phase for ABRA teachers (phase 1 experimental and phase 2 delayed ABRA). Teachers were provided with teaching materials including a tentative ABRA curriculum developed to align with the Kenyan English Language requirements for year 1 and 3 students. Results showed that although there was no significant difference between the groups in vocabulary-related subscales which include word reading and meaning as well as sentence comprehension, students in ABRACADABRA classes improved their scores at a significantly higher rate than students in control classes in comprehension related scores. An average student in the ABRACADABRA group improved by 12 and 16 percentile points respectively compared to their counterparts in the control group.},
  language  = {en}
}
@article{Weigend2015,
  author    = {Weigend, Michael},
  title     = {How Things Work},
  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-opus4-82814},
  pages     = {285 -- 298},
  year      = {2015},
  abstract  = {Recognizing and defining functionality is a key competence adopted in all kinds of programming projects. This study investigates how far students without specific informatics training are able to identify and verbalize functions and parameters. It presents observations from classroom activities on functional modeling in high school chemistry lessons with altogether 154 students. Finally it discusses the potential of functional modelling to improve the comprehension of scientific content.},
  language  = {en}
}