D. Bechinie, K. Eilerts, T. Huhmann, M. Lenke, C. Schulte, and F. Winkelnkemper, “Geometrielernen digital unterstützen - Räumliche Kompetenzen und individuelle Lernwege mittels adaptierbarer algorithmischer Rückmeldemöglichkeiten fördern,” 2021.

D. K.-H. Gerstenberger, F. Winkelnkemper, and C. Schulte, “Nutzung der Personas-Methode zum Umgang mit der Heterogenität von Informatik-Studierenden,” 9. Fachtagung Hochschuldidaktik Informatik (HDI), p. 49, 2021.

L. Höper et al., “Zur neuen Bedeutung von Daten in Data Science und künstlicher Intelligenz,”10.18420/infos2021‑a230__in 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, 2021, vol. P-313, p. 345, doi:10.18420/infos2021‑a230 .

L. Budde, Entwicklung und Rekonstruktion einer interaktionsgeprägten Sichtweise auf das komplementäre Mensch-Maschine-Verhältnis. University of Paderborn, Germany, 2021.

D. Passey et al., “Computers and Education – Recognising Opportunities and Managing Challenges,” in Advancing Research in Information and Communication Technology, vol. AICT-600, M. Goedicke, E. Neuhold, and K. Rannenberg, Eds. Springer, Cham, 2021, pp. 129–152.

S. Podworny, L. Höper, Y. Fleischer, S. Hüsing, and C. Schulte, “Data Science ab Klasse 5–Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein,” INFOS 2021–19. GI-Fachtagung Informatik und Schule, 2021.

L. Höper et al., “Zur neuen Bedeutung von Daten in Data Science und künstlicher Intelligenz,” INFOS 2021–19. GI-Fachtagung Informatik und Schule, 2021.

S. Hüsing, N. Weiser, and R. Biehler, “Faszination 3D-Film: Entwicklung einer 3D-Konstruktion,” mathematik lehren, vol. 2021, no. 228, pp. 23–27, 2021.

K. J. Rohlfing et al., “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems,”10.1109/tcds.2020.3044366__IEEE Transactions on Cognitive and Developmental Systems, vol. 13, no. 3, pp. 717–728, 2021, doi:10.1109/tcds.2020.3044366 .

T. Huhmann, K. Eilterts, C. Schulte, and F. Winkelnkemper, “Der Darstellungsflüchtigkeit im Geometrieunterricht durch digitale Unterstützung entgegenwirken,” in Digitales Lernen in der Grundschule II: Aktuelle Trends in Forschung und Praxis, Waxmann Verlag, 2020.

F. Winkelnkemper, C. Schulte, K. Eilerts, D. Bechinie, and T. Huhmann, “The Interdisciplinary Development of an Educational Game for Primary School Children--Lessons Learned,” in EdMedia+ Innovate Learning, 2020, pp. 522–529.

L. Terfloth, L. Budde, and C. Schulte, “Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example,” 2020.

M. E. Webb et al., “Machine learning for human learners: opportunities, issues, tensions and threats,” Educational Technology Research and Development, pp. 1–22, 2020.

J. Magenheim, “&; Big Data&; aus der Perspektive von Informatischer Bildung und Medienpädagogik,” MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, vol. 37, pp. 139–163, 2020.

J. Magenheim and C. Schulte, “Data science education,” Encyclopedia of Education and Information Technologies. Cham: Springer, 2020.

C. Schulte, L. Budde, and F. Winkelnkemper, “Programmieren - Lehren und Lernen mit und über Medien,” in Mobile Medien im Schulkontext, Springer, 2020, pp. 215–240.

S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,”https://doi.org/10.3278/6004722w__in Sammelband der 27. Fachtagung der BAG Berufliche Bildung, Siegen, 2020, vol. 55, pp. 176–194, doi:https://doi.org/10.3278/6004722w .

L. Budde, C. Schulte, H. M. Buhl, and A. Muehling, “Understanding and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication Follows),” Seventh International Conference on Learning and Teaching in Computing and Engineeringe, 2020.

R. Biehler et al., “Data science education in secondary schools: Teaching and learning decision trees with CODAP and Jupyter Notebooks as an example of integrating machine learning into statistics education,” in New Skills in the Changing World of Statistics Education Proceedings of the Roundtable conference of the International Association for Statistical Education (IASE), 2020.

L. Budde et al., “Data Science Education in Secondary School: How to Develop Statistical Reasoning When Exploring Data Using CODAP,” in New Skills in the Changing World of Statistics Education: Proceedings of the Roundtable conference of the International Association for Statistical Education (IASE), July 2020, P. Arnold, Ed. Voorborg, The Netherlands: ISI/IASE, 2020.

C. Izu et al., “Program Comprehension: Identifying Learning Trajectories for Novice Programmers,” in Proceedings of the 2019 (ACM) Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019, 2019, pp. 261–262.

F. Kapp and C. Schulte, “Einsatz von Jupyter Notebooks am Beispiel eines fiktiven Kriminalfalls,” in Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 247–256.

K. Müller, C. Schulte, and J. Magenheim, “Zur Relevanz eines Prozessbereiches Interaktion und Exploration im Kontext informatischer Bildung im Primarbereich,” in Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 139–148.

A.-K. Schmidt and C. Schulte, “Das RetiBNE Café,” in Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 315–324.

A. Wilke and J. Magenheim, “Critical Incidents for Technology Enhanced Learning in Vocational Education and Training,” in IEEE Global Engineering Education Conference, EDUCON 2019, Dubai, United Arab Emirates, April 8-11, 2019, 2019, pp. 892–899.

O. Köller et al., Zieldimensionen für Multiplikatorinnen und Multiplikatoren früher MINT-Bildung. Verlag Barbara Budrich, 2019.

A. Franke-Wiekhorst, C. Günther, K. Brünger, J. Magenheim, and R. Romeike, Der Informatikkreis “: Kinder von drei bis zehn Jahren beim Forschen in Informatik begleiten - ein methodisch-didaktisches Material,” GdSU-Journal,(9), pp. 10321, 2019.

M. Schlichtig, S. A. Opel, L. Budde, and C. Schulte, “Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material,” in ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings, Lanarca, 2019, vol. 12, pp. 65–73.

S. A. Opel et al., “Entwicklung und Reflexion einer Unterrichtssequenz zum Maschinellen Lernen als Aspekt von Data Science in der Sekundarstufe II,” in INFOS, 2019, vol. P-288, pp. 285–294.

M. Schlichtig et al., “Maschinelles Lernen im Unterricht mit Jupyter Notebook,” in INFOS, 2019, vol. P-288, p. 385.

S. A. Opel, M. Schlichtig, and C. Schulte, “Developing Teaching Materials on Artificial Intelligence by Using a Simulation Game (Work in Progress),” in WiPSCE, 2019, p. 11:1-11:2.

T. Brinda, I. Diethelm, L. Hellmig, J. Magenheim, R. Romeike, and U. Schroeder, “Kritische Entgegnung auf die Studie ‘Zur Relevanz informatischer Bildung in der Schule für den Erwerb computer- bzw. informationsbezogener Kompetenzen,’” MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, vol. 33, no. Didaktik der Informatik, pp. 1–10, 2018.

J. Magenheim et al., “Evaluation of Learning Informatics in Primary Education - Views of Teachers and Students,” in Informatics in Schools. Fundamentals of Computer Science and Software Engineering - 11th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, (ISSEP) 2018, St. Petersburg, Russia, October 10-12, 2018, Proceedings, 2018, pp. 339–353.

R. Bednarik, C. Schulte, L. Budde, B. Heinemann, and H. Vrzakova, “Eye-movement Modeling Examples in Source Code Comprehension: A Classroom Study,” in Proceedings of the 18th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 22-25, 2018, 2018, pp. 2:1-2:8.

K. Müller and C. Schulte, “Are children perceiving robots as supporting or replacing humans?: first empirical results and classification of preconceptions within a theoretical framework,” in Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018, 2018, pp. 10:1-10:4.

C. Schulte, J. Krüger, A. Gödecke, and A.-K. Schmidt, “The computing repair cafe: a concept for repair cafes in computing edcuation,” in Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018, 2018, pp. 24:1-24:6.

R. Bednarik and C. Schulte, Eds., Proceedings of the Workshop on Eye Movements in Programming, EMIP@ETRA 2018, Warsaw, Poland, June 15, 2018. (ACM), 2018.

S. Sentance, E. Barendsen, and C. Schulte, Computer Science Education: Perspectives on Teaching and learning in school. Bloomsbury Publishing, 2018.

B. Heinemann et al., “Drafting a Data Science Curriculum for Secondary Schools,” in Koli Calling, 2018, pp. 17:1-17:5.

C. Schulte and L. Budde, “A Framework for Computing Education: Hybrid Interaction System: The need for a bigger picture in computing education,” in Koli Calling, 2018, pp. 12:1-12:10.

C. Schulte, J. Magenheim, K. Müller, and L. Budde, “The design and exploration cycle as research and development framework in computing education,” in 2017 (IEEE) Global Engineering Education Conference, (EDUCON) 2017, Athens, Greece, April 25-28, 2017, 2017, pp. 867–876.

N. Bergner et al., “Zieldimensionen für frühe informatische Bildung im Kindergarten und in der Grundschule,” in Informatische Bildung zum Verstehen und Gestalten der digitalen Welt, Proceedings der 17. GI-Fachtagung Informatik und Schule, (INFOS) 2017, 13.-15. September 2017, Oldenburg, 2017, pp. 53–62.

K. Müller and C. Schulte, “Ein Modell zur Analyse von Vorstellungen über Roboter und ihrer Funktionsweise,” in Informatische Bildung zum Verstehen und Gestalten der digitalen Welt, Proceedings der 17. GI-Fachtagung Informatik und Schule, (INFOS) 2017, 13.-15. September 2017, Oldenburg, 2017, pp. 109–118.

L. Budde, B. Heinemann, and C. Schulte, “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 2017, Nijmegen, The Netherlands, November 8-10, 2017, 2017, pp. 83–86.

N. Bergner et al., “Zieldimensionen informatischer Bildung im Elementar-und Primarbereich,” Frühe informatische Bildung - Ziele und Gelingensbedingungen für den Elementar- und Primarbereich. Berlin, 2017.

H. Danielsiek et al., “Kompetenzbasierte Gestaltungsempfehlungen für Informatik-Tutorenschulungen,” INFORMATIK 2017, 2017.

R. Biehler and C. Schulte, “PERSPECTIVES FOR AN INTERDISCIPLINARY DATA SCIENCE CURRICULUM IN GERMAN SECONDARY SCHOOLS,” in Paderborn Symposium on Data Science Education at School Level, 2017, pp. 2–14.

T. Busjahn et al., “Eye movements in code reading: relaxing the linear order,” in ICPC, 2015, pp. 255–265.

V. Dagiene, C. Schulte, and T. Jevsikova, Eds., Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, ITiCS 2015, Vilnius, Lithuania, July 4-8, 2015. ACM, 2015.

T. Busjahn, R. Bednarik, and C. Schulte, “What influences dwell time during source code reading?: analysis of element type and frequency as factors,” in ETRA, 2014, pp. 335–338.

T. Busjahn et al., “Eye tracking in computing education,” in ICER, 2014, pp. 3–10.

T. Busjahn, C. Schulte, and E. Kropp, “Developing Coding Schemes for Program Comprehension using Eye Movements,” in PPIG, 2014, p. 15.

C. Schulte, M. E. Caspersen, and J. Gal-Ezer, Eds., Proceedings of the 9th Workshop in Primary and Secondary Computing Education, WiPSCE 2014, Berlin, Germany, November 5-7, 2014. ACM, 2014.

T. Busjahn and C. Schulte, “The use of code reading in teaching programming,” in Koli Calling, 2013, pp. 3–11.

J. Bennedsen and C. Schulte, “Object Interaction Competence Model v. 2.0,” in LaTiCE, 2013, pp. 9–16.

M. Buchholz, M. Saeli, and C. Schulte, “PCK and reflection in computer science teacher education,” in WiPSCE, 2013, pp. 8–16.

C. Schulte, “Reflections on the role of programming in primary and secondary computing education,” in WiPSCE, 2013, pp. 17–24.

C. Schulte and J. Suhonen, “Koli Calling 2009 and 2010,” Computer Science Education, vol. 22, no. 2, pp. 79–80, 2012.

C. Schulte et al., “Computer science at school/CS teacher education: Koli working-group report on CS at school,” in Koli Calling, 2012, pp. 29–38.

C. Schulte, “Uncovering structure behind function: the experiment as teaching method in computer science education,” in WiPSCE, 2012, pp. 40–47.

T. Busjahn, C. Schulte, and A. Busjahn, “Analysis of code reading to gain more insight in program comprehension,” in Koli Calling, 2011, pp. 1–9.

M. Hornung and C. Schulte, “ProspectiveTeachers@Research: CS teacher education revised,” in Koli Calling, 2011, pp. 138–143.

M. Kalbitz, H. Voss, and C. Schulte, “Informatik begreifen - Zur Nutzung von Veranschaulichungen im Informatikunterricht,” in INFOS, 2011, vol. P-189, pp. 137–146.

C. Schulte, “Das Schülerlabor als Ort der Informatiklehrerbildung,” in INFOS, 2011, vol. P-189, pp. 47–56.

J. Bennedsen and C. Schulte, “BlueJ Visual Debugger for Learning the Execution of Object-Oriented Programs?,” TOCE, vol. 10, no. 2, pp. 8:1-8:22, 2010.

A. Ehlert and C. Schulte, “Comparison of OOP first and OOP later: first results regarding the role of comfort level,” in ITiCSE, 2010, pp. 108–112.

C. Schulte and J. Suhonen, Eds., 10th Koli Calling International Conference on Computing Education Research, Koli Calling ’10, Koli, Finland, October 28-31, 2010. ACM, 2010.

I. Diethelm, C. Dörge, C. Hildebrandt, and C. Schulte, Eds., Didaktik der Informatik - Möglichkeiten empirischer Forschungsmethoden und Perspektiven der Fachdidaktik. 6. Workshop der GI-Fachgruppe “Didaktik der Informatik”, 16. - 17. September 2010 in Oldenburg, vol. P-168. GI, 2010.

J. Börstler et al., “An evaluation of object oriented example programs in introductory programming textbooks,” SIGCSE Bulletin, vol. 41, no. 4, pp. 126–143, 2009.

C. Schulte and R. Tolksdorf, “Qualitätssicherung in einer interaktiven und lerneraktivierenden E-Learning-Umgebung,” in DeLFI Workshops, 2009, pp. 219–225.

A. Ehlert and C. Schulte, “Empirical comparison of objects-first and objects-later,” in ICER, 2009, pp. 15–26.

T. Brinda, H. Puhlmann, and C. Schulte, “Bridging ICT and CS: educational standards for computer science in lower secondary education,” in ITiCSE, 2009, pp. 288–292.

A. Ehlert and C. Schulte, “Unterschiede im Lernerfolg von Schülerinnen und Sch\'fcern in Abhängigkeit von der zeitlichen Reihenfolge der Themen (OOP-First bzw. OOP-Later),” in INFOS, 2009, vol. P-156, pp. 121–132.

J. Koubek, C. Schulte, P. Schulze, and H. Witten, “Informatik im Kontext (IniK) - Ein integratives Unterrichtskonzept für den Informatikunterricht,” in INFOS, 2009, vol. P-156, pp. 268–279.

C. Schulte, “Dualitätsrekonstruktion als Hilfsmittel zur Entwicklung und Planung von Informatikunterricht,” in INFOS, 2009, vol. P-156, pp. 355–366.

C. Schulte, “Block Model: an educational model of program comprehension as a tool for a scholarly approach to teaching,” in ICER, 2008, pp. 149–160.

C. Schulte, “Duality Reconstruction - Teaching Digital Artifacts from a Socio-technical Perspective,” in ISSEP, 2008, vol. 5090, pp. 110–121.

C. Dörge and C. Schulte, “What are information technology’s key qualifications?,” in ITiCSE, 2008, pp. 296–300.

C. Schulte and C. Dörge, “Digitale Artefakte und Schlüsselkompetenzen im Informatikunterricht der Sekundarstufe I,” in DDI, 2008, vol. P-135, pp. 13–22.

C. Schulte and M. Knobelsdorf, “Attitudes towards computer science-computing experiences as a starting point and barrier to computer science,” in ICER, 2007, pp. 27–38.

C. Schulte, “Lesen im Informatikunterricht,” in INFOS, 2007, vol. P-112, pp. 307–318.

C. Schulte and M. Knobelsdorf, “Das informatische Weltbild von Studierenden,” in INFOS, 2007, vol. P-112, pp. 69–79.

J. Magenheim and C. Schulte, “Social, ethical and technical issues in informatics - An integrated approach,” EAIT, vol. 11, no. 3–4, pp. 319–339, 2006.

R. Lister et al., “Research perspectives on the objects-early debate,” SIGCSE Bulletin, vol. 38, no. 4, pp. 146–165, 2006.

C. Schulte and J. Bennedsen, “What do teachers teach in introductory programming?,” in ICER, 2006, pp. 17–28.

J. Bennedsen and C. Schulte, “A Competence Model for Object-Interaction in Introductory Programming,” in PPIG, 2006, p. 1.

C. Schulte and M. Thomas, “Gestaltung von Informatikseminaren unter Einsatz von Videokonferenzen,” in HDI, 2006, vol. P-100, pp. 77–88.

A. Schwill, C. Schulte, and M. Thomas, Eds., 3. Workshop der GI-Fachgruppe “Didaktik der Informatik”, 19.-20. Juni 2006 an der Universität Potsdam, vol. P-99. GI, 2006.

C. Schulte and J. Magenheim, “Novices’ expectations and prior knowledge of software development: results of a study with high school students,” in ICER, 2005, pp. 143–153.

T. Brinda and C. Schulte, “Beiträge der Objektorientierung zu einem Kompetenzmodell des informatischen Modellierens,” in INFOS, 2005, vol. P-60, pp. 137–148.

C. Schulte and J. Magenheim, “Erwartungen und Wahlverhalten von Schülerinnen und Schülern gegenüber dem Schulfach Informatik - Ergebnisse einer Umfrage,” in INFOS, 2005, vol. P-60, pp. 111–122.

C. Schulte, Lehr-Lernprozesse im Informatik-Anfangsunterricht: theoriegeleitete Entwicklung und Evaluation eines Unterrichtskonzepts zur Objektorientierung in der Sekundarstufe II. University of Paderborn, Germany, 2003.

C. Schulte, J. Magenheim, J. Niere, and W. Schäfer, “Thinking in Objects and their Collaboration: Introducing Object-Oriented Technology,” Computer Science Education, vol. 13, no. 4, pp. 269–288, 2003.

C. Schulte, “Theoriegeleitete Entwicklung und Evaluation von Neuen Medien für die Lehre,” Softwaretechnik-Trends, vol. 22, no. 3, 2002.

C. Schulte, “Theoriegeleitete Entwicklung und Evaluation von Neuen Medien für die Lehre,” in GI Jahrestagung, 2002, vol. P-19, pp. 408–415.

C. Schulte and U. Block, “Das Sieben-Schritte-Schema zur Dekonstruktion objektorientierter Software,” in DDI, 2002, vol. P-22, pp. 3–12.

C. Schulte, “Vom Modellieren zum Gestalten - Objektorientierung als Impuls für einen neuen Informatikunterricht?,” Informatica Didactica, vol. 3, 2001.

C. Schulte and O. Scheel, “Aufgabenbereiche der Medienbildung im Informatikunterricht,” in INFOS, 2001, vol. P-8, pp. 157–171.

C. Schulte, H. Selke, and C. Huth, “Kooperative Arbeitsplattformen - CSCW-Systeme in Lehr- und Lernkontexten,” LOG IN, vol. 19, no. 3/4, p. 40, 1999.

T. Hampel, J. Magenheim, and C. Schulte, “Dekonstruktion von Informatiksystemen als Unterrichtsmethode - Zugang zu objektorientierten Sichtweisen im Informatikunterricht,” in INFOS, 1999, pp. 149–164.