Prof. Dr. Carsten Schulte - Kontakt (Universität Paderborn)

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

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Exploration of Location Data: Real Data in the Context of Interaction with a Cellular Network

L. Höper, S. Podworny, C. Schulte, D. Frischemeier, in: Proceedings of the IASE 2021 Satellite Conference, International Association for Statistical Education, 2022

Abstract

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<jats:p>Students are not aware and have little understanding of collecting and processing personal data in their everyday contexts of interaction with data-driven digital artifacts. To be aware of where, how and why data are collected and processed is important to be self-determined. Therefore, we develop and evaluate a teaching sequence to provide reasoning about data as a fundamental aspect of statistical literacy. This teaching sequences deals with the context of interaction with a cellular network where location data are collected. Students get real location data from an unknown person which can be explored with the aim to characterize the person. Students gain different insights by using different basic filters and explain how they achieve these. The results of the exploratory study indicate that students learned to gain insights by exploring given location data and that these insights may describe the person with detailed aspects that may not necessarily be true.</jats:p>

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

Digitalisierung als Chance und Herausforderung - Bemerkungen aus der Didaktik der Informatik

C. Schulte, F. Winkelnkemper, in: Theologie im Übergang - Identität - Digitalisierung - Dialog, Herder, 2022, pp. 117–135

Jupyter Notebooks for Teaching, Learning, and Doing Data Science

Y. Fleischer, S. Hüsing, R. Biehler, S. Podworny, C. Schulte, in: 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

Abstract

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<jats:p>We report on our work with students in our data science courses, focusing on the analysis of students’ results. This study represents an in-depth analysis of students’ creation and documentation of machine learning models. The students were supported by educationally designed Jupyter Notebooks, which are used as worked examples. Using the worked example, students document their results in a so-called computational essay. We examine which aspects of creating computational essays are difficult for students to find out how worked examples should be designed to support students without being too prescriptive. We analyze the computational essays produced by students and draw consequences for redesigning our worked example.</jats:p>

Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks

Y. Fleischer, R. Biehler, C. Schulte, Statistics Education Research Journal (2022), 21(2), 7

Abstract

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<jats:p>This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.</jats:p>

ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education, Virtual Event, Germany, June 26 - July 1, 2021 - Working Group Reports

C. Schulte, B. A. Becker, M. Divitini, E. Barendsen, ACM, 2021

ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education, Virtual Event, Germany, June 26 - July 1, 2021

C. Schulte, B. A. Becker, M. Divitini, E. Barendsen, ACM, 2021

Data Science ab Klasse 5 - Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein

S. Podworny, L. Höper, Y. Fleischer, S. Hüsing, C. Schulte, in: 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, Gesellschaft für Informatik, Bonn, 2021, pp. 327

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Datenbewusstsein: Aufmerksamkeit für die eigenen Daten

L. Höper, C. Schulte, in: 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, Gesellschaft für Informatik, Bonn, 2021, pp. 73-82

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Identity in K-12 Computer Education Research: A Systematic Literature Review

G. Große-Bölting, D.K. Gerstenberger, L. Gildehaus, A. Mühling, C. Schulte, in: ICER 2021: ACM Conference on International Computing Education Research, Virtual Event, USA, August 16-19, 2021, ACM, 2021, pp. 169-183

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ITiCSE 2021 recap

C. Schulte, B. A. Becker, ACM SIGCSE Bull. (2021), 53(3), pp. 3-4

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Using data cards for teaching data based decision trees in middle school

S. Podworny, Y. Fleischer, S. Hüsing, R. Biehler, D. Frischemeier, L. Höper, C. Schulte, in: Koli Calling '21: 21st Koli Calling International Conference on Computing Education Research, Joensuu, Finland, November 18 - 21, 2021, ACM, 2021, pp. 39:1-39:3

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Datenbewusstsein im Kontext digitaler Kompetenzen für einen selbstbestimmten Umgang mit datengetriebenen digitalen Artefakten

L. Höper, C. Schulte, in: 51. Jahrestagung der Gesellschaft für Informatik, INFORMATIK 2021 - Computer Science & Sustainability, Berlin, Germany, 27. September - 1. Oktober, 2021, Gesellschaft für Informatik, 2021, pp. 1623-1632

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Methodik für Datenprojekte im Informatikunterricht

L. Höper, S. Hüsing, H. Malatyali, C. Schulte, L. Budde, LOG IN (2021), 41(1), pp. 31-38

Geometrielernen digital unterstützen - Räumliche Kompetenzen und individuelle Lernwege mittels adaptierbarer algorithmischer Rückmeldemöglichkeiten fördern

D. Bechinie, K. Eilerts, T. Huhmann, M. Lenke, C. Schulte, F. Winkelnkemper, in: Beiträge zum Mathematikunterricht 2021, WTM Verlag, Münster, 2021

Nutzung der Personas-Methode zum Umgang mit der Heterogenität von Informatik-Studierenden

D.K. Gerstenberger, F. Winkelnkemper, C. Schulte, 9. Fachtagung Hochschuldidaktik Informatik (HDI) (2021), pp. 49

Zur neuen Bedeutung von Daten in Data Science und künstlicher Intelligenz

L. Höper, S. Podworny, S. Hüsing, C. Schulte, Y. Fleischer, R. Biehler, D. Frischemeier, H. Malatyali, in: 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, Gesellschaft für Informatik, Bonn, 2021, pp. 345

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Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems

K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Häb-Umbach, I. Horwath, E. Hüllermeier, F. Kern, S. Kopp, K. Thommes, A. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems (2021), 13(3), pp. 717-728

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Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of Al Systems

K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Haeb-Umbach, I. Horwath, E. Huellermeier, F. Kern, S. Kopp, K. Thommes, A. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Transactions on Cognitive and Development Systems (2021), 13(3), pp. 717-728

Abstract

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DOI

The recent surge of interest in explainability in artificial intelligence (XAI) is propelled by not only technological advancements in machine learning but also by regulatory initiatives to foster transparency in algorithmic decision making. In this article, we revise the current concept of explainability and identify three limitations: passive explainee, narrow view on the social process, and undifferentiated assessment of explainee’s understanding. In order to overcome these limitations, we present explanation as a social practice in which explainer and explainee co-construct understanding on the microlevel. We view the co-construction on a microlevel as embedded into a macrolevel, yielding expectations concerning, e.g., social roles or partner models: typically, the role of the explainer is to provide an explanation and to adapt it to the current level of explainee’s understanding; the explainee, in turn, is expected to provide cues that direct the explainer. Building on explanations being a social practice, we present a conceptual framework that aims to guide future research in XAI. The framework relies on the key concepts of monitoring and scaffolding to capture the development of interaction. We relate our conceptual framework and our new perspective on explaining to transparency and autonomy as objectives considered for XAI.

article_09_2021_haebumbach.pdf -

Der Darstellungsflüchtigkeit im Geometrieunterricht durch digitale Unterstützung entgegenwirken

T. Huhmann, K. Eilterts, C. Schulte, F. Winkelnkemper, in: Digitales Lernen in der Grundschule II: Aktuelle Trends in Forschung und Praxis, Waxmann Verlag, 2020

The Interdisciplinary Development of an Educational Game for Primary School Children--Lessons Learned

F. Winkelnkemper, C. Schulte, K. Eilerts, D. Bechinie, T. Huhmann, in: EdMedia+ Innovate Learning, 2020, pp. 522-529

Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example

L. Terfloth, L. Budde, C. Schulte, Association for Computing Machinery, 2020

Abstract

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In this paper, we present a novel approach to design teaching interventions for computing education, elaborated using an example of cybersecurity education. Cybersecurity education, similar to other computing education domains, often focuses on one aspect and separate themselves from the other approach. In other words, they focus on one of the two different aspects: a) either teaching how to use and to behave, or b) how technology works. Here we suggest another point of focal awareness for teaching – interaction – that allows the recombination of both approaches in a novel way, leading to a reconstruction of the teaching and learning content in a way that – as we hope – supports an understanding on a higher level and thus gives the chance to better develop agency. For this didactic reconstruction of teaching content, we use an approach called the hybrid interaction system framework. In cybersecurity training, teaching interventions oftentimes are in a way successful but seem to not lead to long-lasting changes towards secure behavior. Using simply password security as an example, we show how this new approach recombines the two different priory mentioned teaching approaches in a novel way. Within this short paper, we present our current research progress, discuss potentials and values of the approach in general, and by way of example. Our intention of this submission and early disclosure is to spark discussion and generate further insights especially regarding the following question: What implications does the hybrid interaction system approach have on learning scenarios?

Data science education

J. Magenheim, C. Schulte, Encyclopedia of Education and Information Technologies. Cham: Springer (2020)

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Programmieren - Lehren und Lernen mit und über Medien

C. Schulte, L. Budde, F. Winkelnkemper, in: Mobile Medien im Schulkontext, Springer, 2020, pp. 215-240

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Understanding and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication Follows)

L. Budde, C. Schulte, H.M. Buhl, A. Muehling, Seventh International Conference on Learning and Teaching in Computing and Engineeringe (2020)

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

R. Biehler, Y. Fleischer, L. Budde, D. Frischemeier, D. Gerstenberger, S. Podworny, C. Schulte, in: New Skills in the Changing World of Statistics Education Proceedings of the Roundtable conference of the International Association for Statistical Education (IASE), ISI/IASE, 2020

Data Science Education in Secondary School: How to Develop Statistical Reasoning When Exploring Data Using CODAP

L. Budde, D. Frischemeier, R. Biehler, Y. Fleischer, D. Gerstenberger, S. Podworny, C. Schulte, 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, ISI/IASE, 2020

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https://fddm.uni-paderborn.de/fileadmin/mathematik/Didaktik_der_Mathematik/BiehlerRolf/Publikationen/IASE2020_Roundtable_24_Frischem.pdf - (confirmation)

Mensch, Maschine! Ein unplugged-Einstieg in KI und maschinelles Lernen.

S. Opel, L. Nordemann, C. Schulte, C. Tenberge, Merz Medien + Erziehung. Zeitschrift für Medienpädagogik. (2020)

Program Comprehension: Identifying Learning Trajectories for Novice Programmers

C. Izu, C. Schulte, A. Aggarwal, Q. I. Cutts, R. Duran, M. Gutica, B. Heinemann, E. Kraemer, V. Lonati, C. Mirolo, R. Weeda, 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

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Einsatz von Jupyter Notebooks am Beispiel eines fiktiven Kriminalfalls

F. Kapp, C. Schulte, in: Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 247-256

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Zur Relevanz eines Prozessbereiches Interaktion und Exploration im Kontext informatischer Bildung im Primarbereich

K. Müller, C. Schulte, J. Magenheim, in: Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 139-148

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Das RetiBNE Café

A. Schmidt, C. Schulte, in: Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 315-324

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Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material

M. Schlichtig, S.A. Opel, L. Budde, C. Schulte, in: ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings, 2019, pp. 65 - 73

Abstract

Artificial intelligence (AI) has the potential for far-reaching – in our opinion – irreversible changes. They range from effects on the individual and society to new societal and social issues. The question arises as to how students can learn the basic functioning of AI systems, what areas of life and society are affected by these and – most important – how their own lives are affected by these changes. Therefore, we are developing and evaluating school materials for the German ”Science Year AI”. It can be used for students of all school types from the seventh grade upwards and will be distributed to about 2000 schools in autumn with the support of the Federal Ministry of Education and Research. The material deals with the following aspects of AI: Discussing everyday experiences with AI, how does machine learning work, historical development of AI concepts, difference between man and machine, future distribution of roles between man and machine, in which AI world do we want to live and how much AI would we like to have in our lives. Through an accompanying evaluation, high quality of the technical content and didactic preparation is achieved in order to guarantee the long-term applicability in the teaching context in the different age groups and school types. In this paper, we describe the current state of the material development, the challenges arising, and the results of tests with different classes to date. We also present first ideas for evaluating the results.

Entwicklung und Reflexion einer Unterrichtssequenz zum Maschinellen Lernen als Aspekt von Data Science in der Sekundarstufe II

S.A. Opel, M. Schlichtig, C. Schulte, R. Biehler, D. Frischemeier, S. Podworny, T. Wassong, in: INFOS, Gesellschaft für Informatik, 2019, pp. 285-294

Maschinelles Lernen im Unterricht mit Jupyter Notebook

M. Schlichtig, S.A. Opel, C. Schulte, R. Biehler, D. Frischemeier, S. Podworny, T. Wassong, in: INFOS, Gesellschaft für Informatik, 2019, pp. 385

Developing Teaching Materials on Artificial Intelligence by Using a Simulation Game (Work in Progress)

S.A. Opel, M. Schlichtig, C. Schulte, in: WiPSCE, ACM, 2019, pp. 11:1-11:2

Eye-movement Modeling Examples in Source Code Comprehension: A Classroom Study

R. Bednarik, C. Schulte, L. Budde, B. Heinemann, H. Vrzakova, 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

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Are children perceiving robots as supporting or replacing humans?: first empirical results and classification of preconceptions within a theoretical framework

K. Müller, C. Schulte, 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

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The computing repair cafe: a concept for repair cafes in computing edcuation

C. Schulte, J. Krüger, A. Gödecke, A. Schmidt, 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

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Proceedings of the Workshop on Eye Movements in Programming, EMIP@ETRA 2018, Warsaw, Poland, June 15, 2018

R. Bednarik, C. Schulte, (ACM), 2018

Computer Science Education: Perspectives on Teaching and learning in school

S. Sentance, E. Barendsen, C. Schulte, Bloomsbury Publishing, 2018

Drafting a Data Science Curriculum for Secondary Schools

B. Heinemann, S.A. Opel, L. Budde, C. Schulte, D. Frischemeier, R. Biehler, S. Podworny, T. Wassong, in: Koli Calling, ACM, 2018, pp. 17:1-17:5

A Framework for Computing Education: Hybrid Interaction System: The need for a bigger picture in computing education

C. Schulte, L. Budde, in: Koli Calling, ACM, 2018, pp. 12:1-12:10

The design and exploration cycle as research and development framework in computing education

C. Schulte, J. Magenheim, K. Müller, L. Budde, in: 2017 (IEEE) Global Engineering Education Conference, (EDUCON) 2017, Athens, Greece, April 25-28, 2017, 2017, pp. 867-876

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Zieldimensionen für frühe informatische Bildung im Kindergarten und in der Grundschule

N. Bergner, H. Köster, J. Magenheim, K. Müller, R. Romeike, U. Schroeder, C. Schulte, 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

Ein Modell zur Analyse von Vorstellungen über Roboter und ihrer Funktionsweise

K. Müller, C. Schulte, 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

A theory based tool set for analysing reading processes in the context of learning programming

L. Budde, B. Heinemann, C. Schulte, 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

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Zieldimensionen informatischer Bildung im Elementar-und Primarbereich

N. Bergner, H. Köster, J. Magenheim, K. Müller, R. Romeike, U. Schroeder, C. Schulte, Frühe informatische Bildung - Ziele und Gelingensbedingungen für den Elementar- und Primarbereich. Berlin (2017)

PERSPECTIVES FOR AN INTERDISCIPLINARY DATA SCIENCE CURRICULUM IN GERMAN SECONDARY SCHOOLS

R. Biehler, C. Schulte, in: Paderborn Symposium on Data Science Education at School Level, 2017, pp. 2-14

Eye movements in code reading: relaxing the linear order

T. Busjahn, R. Bednarik, A. Begel, M. E. Crosby, J. H. Paterson, C. Schulte, B. Sharif, S. Tamm, in: ICPC, IEEE Computer Society, 2015, pp. 255-265

Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, ITiCS 2015, Vilnius, Lithuania, July 4-8, 2015

V. Dagiene, C. Schulte, T. Jevsikova, ACM, 2015

What influences dwell time during source code reading?: analysis of element type and frequency as factors

T. Busjahn, R. Bednarik, C. Schulte, in: ETRA, ACM, 2014, pp. 335-338

Eye tracking in computing education

T. Busjahn, C. Schulte, B. Sharif, A. Begel, M. Hansen, R. Bednarik, P. Orlov, P. Ihantola, G. Shchekotova, M. Antropova, in: ICER, ACM, 2014, pp. 3-10

Developing Coding Schemes for Program Comprehension using Eye Movements

T. Busjahn, C. Schulte, E. Kropp, in: PPIG, Psychology of Programming Interest Group, 2014, pp. 15

Proceedings of the 9th Workshop in Primary and Secondary Computing Education, WiPSCE 2014, Berlin, Germany, November 5-7, 2014

C. Schulte, M. E. Caspersen, J. Gal-Ezer, ACM, 2014

The use of code reading in teaching programming

T. Busjahn, C. Schulte, in: Koli Calling, ACM, 2013, pp. 3-11

Object Interaction Competence Model v. 2.0

J. Bennedsen, C. Schulte, in: LaTiCE, IEEE Computer Society, 2013, pp. 9-16

PCK and reflection in computer science teacher education

M. Buchholz, M. Saeli, C. Schulte, in: WiPSCE, ACM, 2013, pp. 8-16

Reflections on the role of programming in primary and secondary computing education

C. Schulte, in: WiPSCE, ACM, 2013, pp. 17-24

Koli Calling 2009 and 2010

C. Schulte, J. Suhonen, Computer Science Education (2012), 22(2), pp. 79-80

Computer science at school/CS teacher education: Koli working-group report on CS at school

C. Schulte, M. Hornung, S. Sentance, V. Dagiene, T. Jevsikova, N. Thota, A. Eckerdal, A. Peters, in: Koli Calling, ACM, 2012, pp. 29-38

Uncovering structure behind function: the experiment as teaching method in computer science education

C. Schulte, in: WiPSCE, ACM, 2012, pp. 40-47

Analysis of code reading to gain more insight in program comprehension

T. Busjahn, C. Schulte, A. Busjahn, in: Koli Calling, ACM, 2011, pp. 1-9

ProspectiveTeachers@Research: CS teacher education revised

M. Hornung, C. Schulte, in: Koli Calling, ACM, 2011, pp. 138-143

Informatik begreifen - Zur Nutzung von Veranschaulichungen im Informatikunterricht

M. Kalbitz, H. Voss, C. Schulte, in: INFOS, GI, 2011, pp. 137-146

Das Schülerlabor als Ort der Informatiklehrerbildung

C. Schulte, in: INFOS, GI, 2011, pp. 47-56

BlueJ Visual Debugger for Learning the Execution of Object-Oriented Programs?

J. Bennedsen, C. Schulte, TOCE (2010), 10(2), pp. 8:1-8:22

Comparison of OOP first and OOP later: first results regarding the role of comfort level

A. Ehlert, C. Schulte, in: ITiCSE, ACM, 2010, pp. 108-112

10th Koli Calling International Conference on Computing Education Research, Koli Calling '10, Koli, Finland, October 28-31, 2010

C. Schulte, J. Suhonen, ACM, 2010

Didaktik der Informatik - Möglichkeiten empirischer Forschungsmethoden und Perspektiven der Fachdidaktik. 6. Workshop der GI-Fachgruppe "Didaktik der Informatik", 16. - 17. September 2010 in Oldenburg

I. Diethelm, C. Dörge, C. Hildebrandt, C. Schulte, GI, 2010

An evaluation of object oriented example programs in introductory programming textbooks

J. Börstler, M. S. Hall, M. Nordström, J. H. Paterson, K. Sanders, C. Schulte, L. Thomas, SIGCSE Bulletin (2009), 41(4), pp. 126-143

Qualitätssicherung in einer interaktiven und lerneraktivierenden E-Learning-Umgebung

C. Schulte, R. Tolksdorf, in: DeLFI Workshops, Logos Verlag, 2009, pp. 219-225

Empirical comparison of objects-first and objects-later

A. Ehlert, C. Schulte, in: ICER, ACM, 2009, pp. 15-26

Bridging ICT and CS: educational standards for computer science in lower secondary education

T. Brinda, H. Puhlmann, C. Schulte, in: ITiCSE, ACM, 2009, pp. 288-292

Unterschiede im Lernerfolg von Schülerinnen und Sch\üern in Abhängigkeit von der zeitlichen Reihenfolge der Themen (OOP-First bzw. OOP-Later)

A. Ehlert, C. Schulte, in: INFOS, GI, 2009, pp. 121-132

Informatik im Kontext (IniK) - Ein integratives Unterrichtskonzept für den Informatikunterricht

J. Koubek, C. Schulte, P. Schulze, H. Witten, in: INFOS, GI, 2009, pp. 268-279

Dualitätsrekonstruktion als Hilfsmittel zur Entwicklung und Planung von Informatikunterricht

C. Schulte, in: INFOS, GI, 2009, pp. 355-366

Block Model: an educational model of program comprehension as a tool for a scholarly approach to teaching

C. Schulte, in: ICER, ACM, 2008, pp. 149-160

Duality Reconstruction - Teaching Digital Artifacts from a Socio-technical Perspective

C. Schulte, in: ISSEP, Springer, 2008, pp. 110-121

Digitale Artefakte und Schlüsselkompetenzen im Informatikunterricht der Sekundarstufe I

C. Schulte, C. Dörge, in: DDI, GI, 2008, pp. 13-22

Attitudes towards computer science-computing experiences as a starting point and barrier to computer science

C. Schulte, M. Knobelsdorf, in: ICER, ACM, 2007, pp. 27-38

Lesen im Informatikunterricht

C. Schulte, in: INFOS, GI, 2007, pp. 307-318

Das informatische Weltbild von Studierenden

C. Schulte, M. Knobelsdorf, in: INFOS, GI, 2007, pp. 69-79

Social, ethical and technical issues in informatics - An integrated approach

J. Magenheim, C. Schulte, EAIT (2006), 11(3-4), pp. 319-339

Research perspectives on the objects-early debate

R. Lister, A. Berglund, T. Clear, J. Bergin, K. Garvin-Doxas, B. Hanks, L. E. Hitchner, A. Luxton-Reilly, K. Sanders, C. Schulte, J. L. Whalley, SIGCSE Bulletin (2006), 38(4), pp. 146-165

What do teachers teach in introductory programming?

C. Schulte, J. Bennedsen, in: ICER, ACM, 2006, pp. 17-28

A Competence Model for Object-Interaction in Introductory Programming

J. Bennedsen, C. Schulte, in: PPIG, Psychology of Programming Interest Group, 2006, pp. 1

Gestaltung von Informatikseminaren unter Einsatz von Videokonferenzen

C. Schulte, M. Thomas, in: HDI, GI, 2006, pp. 77-88

3. Workshop der GI-Fachgruppe "Didaktik der Informatik", 19.-20. Juni 2006 an der Universität Potsdam

A. Schwill, C. Schulte, M. Thomas, GI, 2006

Novices' expectations and prior knowledge of software development: results of a study with high school students

C. Schulte, J. Magenheim, in: ICER, ACM, 2005, pp. 143-153

Beiträge der Objektorientierung zu einem Kompetenzmodell des informatischen Modellierens

T. Brinda, C. Schulte, in: INFOS, GI, 2005, pp. 137-148