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121 Publications


2009 | Conference Paper | LibreCat-ID: 15682
Ehlert, A., & Schulte, C. (2009). Empirical comparison of objects-first and objects-later. In ICER (pp. 15–26). ACM.
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2009 | Conference Paper | LibreCat-ID: 15683
Brinda, T., Puhlmann, H., & Schulte, C. (2009). Bridging ICT and CS: educational standards for computer science in lower secondary education. In ITiCSE (pp. 288–292). ACM.
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2009 | Conference Paper | LibreCat-ID: 15684
Ehlert, A., & Schulte, C. (2009). Unterschiede im Lernerfolg von Schülerinnen und Sch\üern in Abhängigkeit von der zeitlichen Reihenfolge der Themen (OOP-First bzw. OOP-Later). In INFOS (Vol. P-156, pp. 121–132). GI.
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2009 | Conference Paper | LibreCat-ID: 15685
Koubek, J., Schulte, C., Schulze, P., & Witten, H. (2009). Informatik im Kontext (IniK) - Ein integratives Unterrichtskonzept für den Informatikunterricht. In INFOS (Vol. P-156, pp. 268–279). GI.
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2009 | Conference Paper | LibreCat-ID: 15686
Schulte, C. (2009). Dualitätsrekonstruktion als Hilfsmittel zur Entwicklung und Planung von Informatikunterricht. In INFOS (Vol. P-156, pp. 355–366). GI.
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2008 | Conference Paper | LibreCat-ID: 15687
Schulte, C. (2008). Block Model: an educational model of program comprehension as a tool for a scholarly approach to teaching. In ICER (pp. 149–160). ACM.
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2008 | Conference Paper | LibreCat-ID: 15688
Schulte, C. (2008). Duality Reconstruction - Teaching Digital Artifacts from a Socio-technical Perspective. In ISSEP (Vol. 5090, pp. 110–121). Springer.
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2008 | Conference Paper | LibreCat-ID: 15689
Dörge, C., & Schulte, C. (2008). What are information technology’s key qualifications? In ITiCSE (pp. 296–300). ACM.
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2008 | Conference Paper | LibreCat-ID: 15690
Schulte, C., & Dörge, C. (2008). Digitale Artefakte und Schlüsselkompetenzen im Informatikunterricht der Sekundarstufe I. In DDI (Vol. P-135, pp. 13–22). GI.
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2007 | Conference Paper | LibreCat-ID: 15691
Schulte, C., & Knobelsdorf, M. (2007). Attitudes towards computer science-computing experiences as a starting point and barrier to computer science. In ICER (pp. 27–38). ACM.
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