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ORCIDComputer Science Education, Volume 22
Volume 22, Number 1, 2012
- Päivi Kinnunen, Beth Simon:
My program is ok - am I? Computing freshmen's experiences of doing programming assignments. 1-28 - Jonas Boustedt
:
Students' different understandings of class diagrams. 29-62 - Wendy Doubé, Catherine Lang:
Gender and stereotypes in motivation to study computer programming for careers in multimedia. 63-78
Volume 22, Number 2, 2012
- Carsten Schulte, Jarkko Suhonen:
Koli Calling 2009 and 2010. 79-80
- Jens Bennedsen, Michael E. Caspersen:
Persistence of elementary programming skills. 81-107 - Ahmad Taherkhani, Ari Korhonen, Lauri Malmi:
Categorizing variations of student-implemented sorting algorithms. 109-138 - Alberto Sampaio, Isabel Sampaio:
Improving computing courses from the points of view of students and teachers: a review and an empirical study. 139-173 - Satu Alaoutinen:
Evaluating the effect of learning style and student background on self-assessment accuracy. 175-198 - Päivi Kinnunen, Beth Simon:
Phenomenography and grounded theory as research methods in computing education research field. 199-218
Volume 22, Number 3, 2012
- Janet Liebenberg, Elsa Mentz, Betty Breed:
Pair programming and secondary school girls' enjoyment of programming and the subject Information Technology (IT). 219-236 - Yeslam Al-Saggaf, Oliver K. Burmeister:
Improving skill development: an exploratory study comparing a philosophical and an applied ethical analysis technique. 237-255 - Neomi Liberman, Yifat Ben-David Kolikant, Catriel Beeri:
"Regressed experts" as a new state in teachers' professional development: lessons from Computer Science teachers' adjustments to substantial changes in the curriculum. 257-283 - Mikko Apiola, Matti Tedre:
New perspectives on the pedagogy of programming in a developing country context. 285-313
Volume 22, Number 4, 2012
- John Hamer, Judithe Sheard, Helen C. Purchase, Andrew Luxton-Reilly:
Contributing student pedagogy. 315-318
- Åsa Cajander, Mats Daniels, Roger McDermott:
On valuing peers: theories of learning and intercultural competence. 319-342 - Harald Søndergaard, Raoul A. Mulder:
Collaborative learning through formative peer review: pedagogy, programs and potential. 343-367 - Geoffrey L. Herman:
Designing contributing student pedagogies to promote students' intrinsic motivation to learn. 369-388 - Paul Denny, Diana Cukierman, Andrew Luxton-Reilly, Ewan D. Tempero:
A case study of multi-institutional contributing-student pedagogy. 389-411 - Katrina Falkner, Nickolas J. G. Falkner:
Supporting and structuring "contributing student pedagogy" in Computer Science curricula. 413-443
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