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138 Publications
2024 | Conference Paper | LibreCat-ID: 52379
Hüsing, S., Schulte, C., Sparmann, S., & Bolte, M. (2024). Using Worked Examples for Engaging in Epistemic Programming Projects. Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1. https://doi.org/10.1145/3626252.3630961
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2024 | Conference Paper | LibreCat-ID: 54796
Hüsing, S., Sparmann, S., Schulte, C., & Bolte, M. (2024). Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming. Proceedings of the 2024 Symposium on Eye Tracking Research and Applications. https://doi.org/10.1145/3649902.3655094
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2024 | Book Chapter | LibreCat-ID: 56476
Höper, L., Schulte, C., & Benzmüller, C. (2024). Verantwortung. In U. Furbach, E. Kitzelmann, T. Michaeli, & U. Schmid (Eds.), Künstliche Intelligenz für Lehrkräfte. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-44248-4_16
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2024 | Journal Article | LibreCat-ID: 49655 | 
Höper, L., & Schulte, C. (2024). The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences, 125(7/8), 491–512. https://doi.org/10.1108/ils-06-2023-0075
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2024 | Journal Article | LibreCat-ID: 53622 |
Höper, L., & Schulte, C. (2024). Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education. https://doi.org/10.15388/infedu.2024.19
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2024 | Conference Paper | LibreCat-ID: 57209 |
Höper, L., & Schulte, C. (2024). New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models. Proceedings of the 24th Koli Calling International Conference on Computing Education Research. Koli Calling ’24, Koli, Finnland. https://doi.org/10.1145/3699538.3699558
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2024 | Conference Paper | LibreCat-ID: 55481 |
Höper, L., Schulte, C., & Mühling, A. (2024). Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life. Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1. ITiCSE 2024, Mailand, Italien. https://doi.org/10.1145/3649217.3653625
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2024 | Conference Paper | LibreCat-ID: 55656 |
Höper, L., Schulte, C., & Mühling, A. (2024). Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education. Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, 10. https://doi.org/10.1145/3632620.3671118
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2024 | Conference Paper | LibreCat-ID: 57738
Hüsing, S., & Schönbrodt, S. (2024). Förderung von Epistemic Agency – Entwicklung von Computational Essays bei der Bearbeitung datengetriebener, realer Problemstellungen. https://doi.org/10.17877/DE290R-25018
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2023 | Conference Paper | LibreCat-ID: 47448
Terfloth, L., Schaffer, M., Buhl, H. M., & Schulte, C. (2023). Adding Why to What? Analyses of an Everyday Explanation. 1st World Conference on eXplainable Artificial Intelligence (xAI 2023), Lisboa. https://doi.org/10.1007/978-3-031-44070-0_13
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2023 | Conference Paper | LibreCat-ID: 52380
Sparmann, S., Hüsing, S., & Schulte, C. (2023). JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks. Proceedings of the 23rd Koli Calling International Conference on Computing Education Research. https://doi.org/10.1145/3631802.3631824
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2023 | Book Chapter | LibreCat-ID: 40511
Hüsing, S., Schulte, C., & Winkelnkemper, F. (2023). Epistemic Programming. In Computer Science Education. Bloomsbury Academic. https://doi.org/10.5040/9781350296947.ch-022
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2023 | Journal Article | LibreCat-ID: 46186 |
Höper, L., & Schulte, C. (2023). Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht. MNU journal, 76(4), 314–320.
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2023 | Journal Article | LibreCat-ID: 47151 |
Winkelnkemper, F., Höper, L., & Schulte, C. (2023). ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education. https://doi.org/10.15388/infedu.2024.09
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2022 | Journal Article | LibreCat-ID: 32335
PODWORNY, S., Hüsing, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46
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2022 | Conference Paper | LibreCat-ID: 35674
Fleischer, F. Y., Hüsing, S., Biehler, R., Podworny, S., & Schulte, C. (2022). Jupyter Notebooks for Teaching, Learning, and Doing Data Science. 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. https://doi.org/10.52041/iase.icots11.t10e3
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2022 | Journal Article | LibreCat-ID: 35672
Fleischer, F. Y., Biehler, R., & Schulte, C. (2022). Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics Education Research Journal, 21(2), Article 7. https://doi.org/10.52041/serj.v21i2.61
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2022 | Conference Paper | LibreCat-ID: 38158
Winkelnkemper, F., Huhmann, T., Bechinie, D., Eilerts, K., Lenke, M., & Schulte, C. (2022). Supporting Geometry Learning Digitally-an Interdisciplinary Project to Foster Spatial Competences and Individual Learning Paths by Using Adaptable Algorithmic Feedback Capabilities. Society for Information Technology & Teacher Education International Conference, 1407–1413.
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2022 | Book Chapter | LibreCat-ID: 39080
Schulte, C., & Winkelnkemper, F. (2022). Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik der Informatik. In Theologie im Übergang - Identität - Digitalisierung - Dialog (pp. 117–135). Herder.
LibreCat
2022 | Conference Paper | LibreCat-ID: 38160
Huhmann, T., & Winkelnkemper, F. (2022). SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS. EDULEARN22 Proceedings, 10017–10026. https://doi.org/10.21125/edulearn.2022.2416
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