Artificial Intelligence (AI) literacy is a rapidly evolving research field. Due to the broad scope of AI literacy-related publications, a comprehensive analysis of the field is needed in order to examine the main characteristics of the current scientific output. Based on it, we conducted a bibliometric analysis of the field where we investigated the publications' evolution over time, research constituents (authors, countries, institutions, publication venues), collaboration patterns, and emerging trends. The findings point out that the United States of America (USA), China, Spain, and Germany are the most contributing countries in the AI literacy field. Moreover, the organizations that most contribute to the AI literacy field are the Massachusetts Institute of Technology, the University of Eastern Finland, and the Georgia Institute of Technology. Furthermore, KI - Künstliche Intelligenz, ACM Transactions on Computing Education, and IEEE Access are the most disseminating journals, and FIE, AAAI, SIGCSE, and CHI are the most disseminating conferences of AI literacy research. According to keywords co-occurrence analysis, machine learning, data, big data, deep learning, and ethics are the most addressed AI topics. Finally, based on the achieved results, this bibliometric analysis draws some conclusions regarding the AI literacy field and points out potential directions for future works.

Debugging code is a central skill in learning to program. Nevertheless, debugging poses a major hurdle in the K12 classroom, as students are often rather helpless and rely on the teacher hurrying from one student-PC to the other. Despite this, debugging is an underrepresented topic in the classroom as well as in computer science education research, as only few studies, materials and concepts discuss the explicit teaching of debugging. According to the constructivist learning theory, teaching and developing concepts and materials for the classroom have to take learners' preexisting experience into account. Students' preexisting debugging experience is built through troubleshooting, where they frequently find and fix errors in their daily lives - before they learn to program - for example when repairing their bicycle or if “the internet” stops working. Debugging is a special case of general troubleshooting and shares common characteristics, such as the overall process or particular strategies. Thus, the aim of this study is to develop an instrument for assessing preexisting debugging experience in the form of a real-world escape room consisting of debugging-related troubleshooting tasks. This allows us to observe students' troubleshooting process, strategies, and overall behavior in a natural environment and thus assess preexisting debugging experience. To this end, a design-based research process was conducted and a real-world escape room consisting of various troubleshooting tasks was developed. Those tasks and the escape room setting provide an innovative methodological approach to study students troubleshooting behavior and assess their preexisting debugging experience.

3D printing has been a popular topic in general media in recent years and is increasingly being used by computer science teachers in the classroom. However, while the motivational benefits of 3D printing - especially for novices - are indisputable, the educational value of previous approaches is either rather low or, at the other extreme, a high level of prior knowledge of programming and mathematics is required. For this reason, this paper investigates in an empirical classroom study of an innovative teaching approach to 3D printing as an introduction to programming for novices: Modern 3D printing technology is combined with turtle geometry in Seymour Papert's tradition - transformed into the third dimension. The results show that students are motivated and empowered to create their own artifacts. Remarkably, the personal aesthetics of the objects created are more important to the students than their practical use in everyday life.

Self-reliance in debugging is both an important skill and a major challenge in learning to program. Debugging is distinct from general programming skills and needs to be taught explicitly. Nevertheless, when it comes to teaching and learning debugging, there are surprisingly few studies and results. The aim of this qualitative study is to investigate how students and teachers cope with errors in the K12 classroom, which debugging skills are conveyed, and why teachers teach or do not teach certain debugging skills. Therefore, in a first step, we identify skills considered relevant for debugging by applying desk research. We particularly focus on skills considered relevant for novices. Building upon this, we analyze 12 interviews of German high-school teachers using structured qualitative content analysis. The results show that especially weaker students are often helpless and apply a trial-and-error approach for coping with programming errors. It turns out that compile-time errors pose a big hurdle for many students. Teachers are mostly rushing from one student PC to the other, trying to help. Regarding the teaching of debugging skills, teachers focus on heuristics for common bugs as well as some debugging strategies. No systematic process on how to tackle and cope with errors is conveyed by teachers. Furthermore, they do not employ explicit teaching lessons on debugging. Overall, teachers lack a systematic approach for teaching debugging, as there are only insufficient concepts and materials.

Teaching programming novices in secondary education is often described as a challenge, because student groups are often quite heterogeneous. Teachers react with special methods e.g. with individualized teaching, group work or project-based learning. As such a method for computer science education, that supports project-based learning agile projects are being discussed more recently. In the context of a design-based research work, experienced teachers have adapted and applied a theory-derived agile model in a wide range of contexts. In this qualitative case-study, we analyze 11 interviews with 6 teachers on their observations from 20 agile projects with over 400 students. The aim is to gain insight into how agile practices assist individual learning processes and how they help teachers to design and organize projects in order to support students individually. A structured content analysis shows that agile teams face similar obstacles as teams in plandriven projects, but that they can overcome them better in agile projects. Additionally, the analysis indicates that in agile projects the quantity and quality of interactions increases, which has positive effects on the construction of sustainable skills and that students furthermore are frequently involved in feedback processes and reflections, which makes their learning more goal-oriented. Moreover, the data shows that teachers can identify their students' strengths and weaknesses better and also observe their individual learning processes better throughout agile project. Based on that knowledge they can design their agile project in a way that each student is challenged systematically and purposefully.

Since the emergence of block-based visual programming languages as a new take on programming environments, they have served as a successful entry point into programming for novice learners. Over time, they have been developed and improved to become increasingly accessible, intuitive, and easy to use. In the course of this evolution, both uncommon and entirely new language concepts have been introduced, such as the cloning of objects, or nesting of sprites. However, the question of how to teach them has yet to be answered: the mostly visual representation of program flow, output and code, and the way a user interacts with these aspects can make traditional teaching practices inadequate. Instead, block-based languages require new practices, methods, and strategies, which will be developed in this research project. To this end, new concepts must be evaluated with regards to their strengths, weaknesses, and applications. Following this step, strategies with which to teach these concepts can be developed. Therefore, this poster presents the initial findings of a research project concerned with the theory of teaching block-based programming. In this preliminary study, we have identified new concepts found in Scratch, Snap! and GP, members of the most common block-based language family. In the next phase of the project, strategies for teaching these new concepts will be developed and assessed.

Since the emergence of block-based visual programming languages as a new take on programming environments, they have served as a successful entry point into programming for novice learners. Over time, they have been developed and improved to become increasingly accessible, intuitive, and easy to use. In the course of this evolution, both uncommon and entirely new language concepts have been introduced, such as the cloning of objects, or nesting of sprites. However, the question of how to teach them has yet to be answered: the mostly visual representation of program flow, output and code, and the way a user interacts with these aspects can make traditional teaching practices inadequate. Instead, block-based languages require new practices, methods, and strategies, which will be developed in this research project. Therefore, this Lightning Talk presents the initial findings of a research project concerned with the theory of teaching block-based programming. In a preliminary study, we have identified new concepts found in members of the most common block-based language family. In the next phase of the project, strategies for teaching these new concepts will be developed and assessed. This phase will be the focus of this Lightning Talk.

As the importance of Computer Science for all grows, questions about the foundation of CS related skills and knowledge everyone should be familiar with arise. Different education institutions or initiatives offer courses or other materials to provide CS knowledge and skills necessary to participate in future life, or any profession. Among these institutions are numerous universities and colleges which started to offer Computer Science courses explicitly aimed at non-CS majors. These course materials form an extensive data pool for determining crucial CS knowledge for non-majors. While the courses differ with regards to intention and topics, reflect a personal perception of the designer, or address specific local demands, they may still contain a foundation of CS for everyone. By examining multiple university and college courses, one can determine this foundation. In this preliminary study, we analyzed an initial sample of thirty different international Computer Science for all courses offered at colleges and universities between 2010 and 2017. The materials - syllabi and schedules of these different courses - were examined using a qualitative content analysis as proposed by Mayring. Based on coding results from the content analysis we identified the types of learning objectives those courses aim at. We also list inductively derived topic categories (e.g., representation of data, security, and social implications) and present different programming languages or tools used within those courses. Afterwards, the frequencies of topics in proportion to the number of courses were reported and associated with the previously identified learning objectives.

The study presented in this paper explores characteristics of creativity and the question whether creativity forms a possible pathway into the field of Computer Science (CS). For this purpose, we analyze computing experiences of students majoring in CS and Bioinformatics. The study is part of two research projects exploring creativity in CS Education and students’ pathways to CS.

Teams representing the USA and Europe engage in a battle of words and wits to establish "once and for all" which educational system produces the superior outcome. This "no holds barred" debate leaves no stone unturned in a search for truth on this question, providing a final answer to a controversy that has plagued our community since the inception of computing itself. Witness this historic moment in the history of CS education first hand!