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138 Publications
2024 | Conference Paper | LibreCat-ID: 52379
Hüsing, Sven, et al. “Using Worked Examples for Engaging in Epistemic Programming Projects.” Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, ACM, 2024, doi:10.1145/3626252.3630961.
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2024 | Conference Paper | LibreCat-ID: 54796
Hüsing, Sven, et al. “Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming.” Proceedings of the 2024 Symposium on Eye Tracking Research and Applications, ACM, 2024, doi:10.1145/3649902.3655094.
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2024 | Book Chapter | LibreCat-ID: 56476
Höper, Lukas, et al. “Verantwortung.” Künstliche Intelligenz für Lehrkräfte, edited by Ulrich Furbach et al., Springer Fachmedien Wiesbaden, 2024, doi:10.1007/978-3-658-44248-4_16.
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2024 | Journal Article | LibreCat-ID: 49655 | 
Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences, vol. 125, no. 7/8, Emerald, 2024, pp. 491–512, doi:10.1108/ils-06-2023-0075.
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2024 | Journal Article | LibreCat-ID: 53622 |
Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” Informatics in Education, Vilnius University Press, 2024, doi:10.15388/infedu.2024.19.
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2024 | Conference Paper | LibreCat-ID: 57209 |
Höper, Lukas, and Carsten Schulte. “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, ACM, 2024, doi:10.1145/3699538.3699558.
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2024 | Conference Paper | LibreCat-ID: 55481 |
Höper, Lukas, et al. “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, ACM, 2024, doi:10.1145/3649217.3653625.
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2024 | Conference Paper | LibreCat-ID: 55656 |
Höper, Lukas, et al. “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, vol. 10, ACM, 2024, doi:10.1145/3632620.3671118.
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2024 | Conference Paper | LibreCat-ID: 57738
Hüsing, Sven, and Sarah Schönbrodt. Förderung von Epistemic Agency – Entwicklung von Computational Essays Bei Der Bearbeitung Datengetriebener, Realer Problemstellungen. 2024, doi:10.17877/DE290R-25018.
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2023 | Conference Paper | LibreCat-ID: 47448
Terfloth, Lutz, et al. Adding Why to What? Analyses of an Everyday Explanation. Springer, Cham, 2023, doi:10.1007/978-3-031-44070-0_13.
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2023 | Conference Paper | LibreCat-ID: 52380
Sparmann, Sören, et al. “JuGaze: A Cell-Based Eye Tracking and Logging Tool for Jupyter Notebooks.” Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, ACM, 2023, doi:10.1145/3631802.3631824.
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2023 | Book Chapter | LibreCat-ID: 40511
Hüsing, Sven, et al. “Epistemic Programming.” Computer Science Education, Bloomsbury Academic, 2023, doi:10.5040/9781350296947.ch-022.
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2023 | Journal Article | LibreCat-ID: 46186 |
Höper, Lukas, and Carsten Schulte. “Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht.” MNU journal, vol. 76, no. 4, Verlag Klaus Seeberger, 2023, pp. 314–20.
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2023 | Journal Article | LibreCat-ID: 47151 |
Winkelnkemper, Felix, et al. “ARIadne – An Explanation Model for Digital Artefacts.” Informatics in Education, Vilnius University Press, 2023, doi:10.15388/infedu.2024.09.
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2022 | Journal Article | LibreCat-ID: 32335
PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.46.
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2022 | Conference Paper | LibreCat-ID: 35674
Fleischer, Franz Yannik, et al. “Jupyter Notebooks for Teaching, Learning, and Doing Data Science.” Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics, edited by S. A. Peters et al., International Association for Statistical Education, 2022, doi:10.52041/iase.icots11.t10e3.
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2022 | Journal Article | LibreCat-ID: 35672
Fleischer, Franz Yannik, et al. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” Statistics Education Research Journal, vol. 21, no. 2, 7, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.61.
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2022 | Conference Paper | LibreCat-ID: 38158
Winkelnkemper, Felix, et al. “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, 2022, pp. 1407–1413.
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2022 | Book Chapter | LibreCat-ID: 39080
Schulte, Carsten, and Felix Winkelnkemper. “Digitalisierung Als Chance Und Herausforderung - Bemerkungen Aus Der Didaktik Der Informatik.” Theologie Im Übergang - Identität - Digitalisierung - Dialog, Herder, 2022, pp. 117–135.
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2022 | Conference Paper | LibreCat-ID: 38160
Huhmann, Tobias, and Felix Winkelnkemper. “SUPPORTING GEOMETRY LEARNING DIGITALLY THROUGH ADAPTABLE ALGORITHMIC FEEDBACK-CHALLENGES AND SOLUTIONS.” EDULEARN22 Proceedings, 2022, pp. 10017–10026, doi:10.21125/edulearn.2022.2416.
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