Transcription in Computing Education Research: A Review and Recommendations
L. Terfloth, V. Lohmer, F. Kern, C. Schulte, Informatics in Education (2025).

ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI
L. Höper, C. Schulte, Computer Science Education (2025) 1–33.

Using Worked Examples for Engaging in Epistemic Programming Projects
S. Hüsing, C. Schulte, S. Sparmann, M. Bolte, in: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, ACM, 2024.

Identifying K-12 Students' Approaches to Using Worked Examples for Epistemic Programming
S. Hüsing, S. Sparmann, C. Schulte, M. Bolte, in: Proceedings of the 2024 Symposium on Eye Tracking Research and Applications, ACM, 2024.

Verantwortung
L. Höper, C. Schulte, C. Benzmüller, in: U. Furbach, E. Kitzelmann, T. Michaeli, U. Schmid (Eds.), Künstliche Intelligenz für Lehrkräfte, Springer Fachmedien Wiesbaden, Wiesbaden, 2024.

The data awareness framework as part of data literacies in K-12 education
L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512.

Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies
L. Höper, C. Schulte, Informatics in Education (2024).

New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models
L. Höper, C. Schulte, in: Proceedings of the 24th Koli Calling International Conference on Computing Education Research, ACM, 2024.

Students' Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life
L. Höper, C. Schulte, A. Mühling, in: Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1, ACM, 2024.

Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education
L. Höper, C. Schulte, A. Mühling, in: Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, ACM, 2024.

Förderung von Epistemic Agency – Entwicklung von Computational Essays bei der Bearbeitung datengetriebener, realer Problemstellungen
S. Hüsing, S. Schönbrodt, in: 2024.

JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks
S. Sparmann, S. Hüsing, C. Schulte, in: Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, ACM, 2023.

Epistemic Programming
S. Hüsing, C. Schulte, F. Winkelnkemper, in: Computer Science Education, Bloomsbury Academic, 2023.

Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht
L. Höper, C. Schulte, MNU journal 76 (2023) 314–320.

ARIadne – An Explanation Model for Digital Artefacts
F. Winkelnkemper, L. Höper, C. Schulte, Informatics in Education (2023).

Adding Why to What? Analyses of an Everyday Explanation
L. Terfloth, M. Schaffer, H.M. Buhl, C. Schulte, in: Springer, Cham, 2023.

A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING
S. PODWORNY, S. Hüsing, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022).

Jupyter Notebooks for Teaching, Learning, and Doing Data Science
F.Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, C. Schulte, in: S.A. Peters, L. Zapata-Cardona, F. Bonafini, A. Fan (Eds.), Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, International Association for Statistical Education, 2022.

Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks
F.Y. Fleischer, R. Biehler, C. Schulte, Statistics Education Research Journal 21 (2022).

Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities
F. Winkelnkemper, T. Huhmann, D. Bechinie, K. Eilerts, M. Lenke, C. Schulte, in: Society for Information Technology &; Teacher Education International Conference, 2022, pp. 1407–1413.