Publikationen

Sentance, S., Barendsen, E.;  Schulte, C. (2018) (Eds.) Computer Science Education: Perspectives on Learning and Teaching in School. Bloomsbury. Available for pre-order.

Bergner, N.; Köster, H.; Magenheim, J.; Müller, K.; Romeike, R.; Schroeder, U.; Schulte, C.: Zieldimensionen für frühe informatische Bildung im Kindergarten und in der Grundschule. In: Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (INFOS 2017), Gesellschaft für Informatik.

Budde, L.; Heinemann, B.; Schulte, C. (2017). A theory based tool set for analysing reading processes in the context of learning programming. In Proceedings of the 12th Workshop on Primary and Secondary Computing Education (WiPSCE '17), ACM
https://dl.acm.org/authorize?N41051

Danielsiek, H., Hubwieser, P., Krugel, J.,  Magenheim, J.,  Ohrndorf, L.,  Ossenschmidt, D., Schaper, N., Vahrenhold, J.: Kompetenzbasierte Gestaltungsempfehlungen für Informatik-Tutorenschulungen In: Eibl, M., Gaedke, M. (Hrsg.): INFORMATIK 2017, Lecture Notes in Informatics (LNI), Gesellschaft für Informatik, Bonn 2017, S. 241-254

Danielsiek, H., Vahrenhold, J., Hubwieser, P., Krugel, J., Magenheim, J., Ohrndorf, L., Ossenschmidt, D., & Schaper, N. (2017). Undergraduate teaching assistants in computer science: Teaching-related beliefs, tasks, and competences (pp. 718–725). IEEE.
https://doi.org/10.1109/EDUCON.2017.7942927

Müller, K., & Schulte, C. (2017). Ein Modell zur Analyse von Vorstellungen über Roboter und ihrer Funktionsweise. In: Informatische Bildung zum Verstehen und Gestalten der digitalen Welt. (INFOS 2017), Gesellschaft für Informatik.

Schulte, C., Magenheim, J., Müller, K., & Budde, L. (2017). The design and exploration cycle as research and development framework in computing education. In Global Engineering Education Conference (EDUCON), 2017 IEEE (pp. 867–876). IEEE. Retrieved from http://ieeexplore.ieee.org/abstract/document/7942950/

Tamm, S.; Bednarik, R.; Busjahn, T.; Schulte, C.; Vrzakova, H.; Budde, L. (Hrsg): Eye Movements in Programming - Spring Academy 2017. Technical Report, Freie Universität Berlin. EMIPWS 2017. 

Wilke, A. (2017). Requirements for Mobile Learning in Vocational Training in the field of Mechanical Engineering. In A. Tatnall & M. Webb (Hrsg.), Tomorrow’s learning: Involving everyone. Learning with and about Technologies and Computing. WCCE 2017. IFIP Advances in Information and Communication Technology, vol 515. Springer, Cham
https://doi.org/10.1007/978-3-319-74310-3_13 / Preview / Abstract

Wilke, A. & Magenheim, J. (2017). Requirements analysis for the design of workplace-integrated learning scenarios with mobile devices: Mapping the territory for learning in Industry 4.0. In Proceedings of 2017 IEEE Global Engineering Education Conference (pp. 476–485). Athens, Greece: IEEE. Retrieved from ieeexplore.ieee.org/document/7942890/

Zoyke, A, Beutner, M, Herrmann, P, Kundisch, D, Magenheim, J, & Neugebauer, J. (2017). Webbasierte Classroom Response Systeme in der Hochschullehre: Eine designbasierte Fallstudie zur Unterstützung von Lehr-/Lernprozessen aus Studierendensicht. Das Hochschulwesen, (65 (1+2)), 48–52.

Bröker, K. (2015). Unterstützung Informatik-Studierender durch ein Lernzentrum. Retrieved from publishup.uni-potsdam.de/opus4-ubp/frontdoor/index/index/docId/8475

Margaritis, M., & Magenheim, J. (2015). Pedagogical content knowledge a comparative study between CS pre-service teachers and experienced teachers. In 2015 IEEE Global Engineering Education Conference (EDUCON) (pp. 102–111). doi.org/10.1109/EDUCON.2015.7095958

Müller, K. (2015). What do we expect from graduates in CS? First results of a survey at university and company as part of a methodology for developing a competence model. In “A New Culture of Learning: Computing and next Generations.” Vilnius, Lithuania.

Wilke, A., Kowalewski, M., Magenheim, J., & Margaritis, M. (2015). Facing the upcoming challenges in vocational training with mobile learning. In A. Brodnik & C. Lewin (Eds.), IFIP TC3 Working Conference “A New Culture of Learning: Computing and next Generations” Proceedings (pp. 405–406). Vilnius University, Lithuania. urn:nbn:de:hbz:466:2-26866

Bröker, K. (2014). Identification and Measurement of Computer Science Competencies in the Area of Software Development, Software Engineering and Programming. In Proceedings of the Tenth Annual Conference on International Computing Education Research (pp. 141–142). New York, NY, USA: ACM. doi.org/10.1145/2632320.2632322

Bröker, K., & Magenheim, J. (2014). Are there competences every computer scientist should have? In 2014 IEEE Global Engineering Education Conference (EDUCON) (pp. 999–1002). doi.org/10.1109/EDUCON.2014.6826224

Margaritis, M. (2014). What Pedagogical Content Knowledge Competencies Do Computer Science Pre-service Teachers Have? In Proceedings of the Tenth Annual Conference on International Computing Education Research (pp. 161–162). New York, NY, USA: ACM. doi.org/10.1145/2632320.2632332

Berges, M., Hubwieser, P., Magenheim, J., Bender, E., Bröker, K., Margaritis-Kopecki, M., … Ohrndorf, L. (2013). Developing a Competency Model for Teaching Computer Science in Schools. In Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education (pp. 327–327). New York, NY, USA: ACM. doi.org/10.1145/2462476.2465607

Buchholz, M., Saeli, M., & Schulte, C. (2013). PCK and Reflection in Computer Science Teacher Education. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education (pp. 8–16). New York, NY, USA: ACM. doi.org/10.1145/2532748.2532752

Hubwieser, P., Berges, M., Magenheim, J., Schaper, N., Bröker, K., Margaritis, M., … Ohrndorf, L. (2013). Pedagogical Content Knowledge for Computer Science in German Teacher Education Curricula. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education (pp. 95–103). New York, NY, USA: ACM. doi.org/10.1145/2532748.2532753

Busjahn, T., & Schulte, C. (2011). Vom Quelltext zur Unterrichtsgestaltung. In M. Weigend, M. Thomas, & F. Otte (Eds.), Informatik mit Kopf, Herz und Hand: Praxisbeiträge zur INFOS 2011 (pp. 215–224). Münster: ZfL-Verlag.

Schulte, C. (2009). Dualitätsrekonstruktion als Hilfsmittel zur Entwicklung und Planung von Informatikunterricht. In Zukunft braucht Herkunft (pp. 355–366). Retrieved from www.inf.fu-berlin.de/inst/ag-ddi/lehre2/Didaktik_II/Dualit%C3%A4tsrekonstruktion.pdf

Eine Liste mit früheren Publikationen finden Sie auf unserer ehemaligen Webseite:
http://ddi.uni-paderborn.de/veroeffentlichungen.html (web.archive.org)