Publications

All publications have been double-blind peer-reviewed Verfahren, except when explicitly indicated: (SB) for single-blind peer-review or (ER) for editor's review

 

2019

  • Große-Bölting, Gregor; Schneider, Yannick; Mühling, Andreas (2019): "It’s like computers speak a different language" –Beginning Students' Conceptions of Computer Science. In:  Ihantola, Petri; Falkner, Nickolas (edd): Proceedings of the 19th Koli Calling International Conference on Computing Education Research (Koli Calling '19), November 21--24, 2019, Koli, Finland. Reference
  • Mühling, Andreas; Schulte, Carsten; Bennedsen, Jens; Budde, Lea; Große-Bölting, Gregor (2019) Assessing students’ understanding of object structures. In: Ihantola, Petri; Falkner, Nickolas (edd.): Proceedings of the 19th Koli Calling International Conference on Computing Education Research (Koli Calling ’19), November 21–24, 2019, Koli, Finland. Reference
  • Bastian, Morten; Mühling, Andreas (2019): Let’s Look a Layer Deeper: Design and First Results of a New Test System in the Context of Program Tracing. In: Ihantola, Petri; Falkner, Nickolas (edd): Proceedings of the 19th Koli Calling International Conference on Computing Education Research (Koli Calling '19), November 21--24, 2019, Koli, Finland. Reference
  • (ER) Mühling, Andreas (2019): Professionalisierung in der Informatik. In: Ingo Bosse, Jan-René Schluchter & Isabel Zorn (ed.): Handbuch Inklusion und Medienbildung. 1. Auflage. Weinheim, Basel: Beltz Juventa, pp. 340–347. Reference

 

2018

  • Jungjohann, Jana; DeVries, Jeffrey M.; Mühling, Andreas; Gebhardt, Markus (2018): Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension. In: Front. Educ. 3, p. 1. DOI: 10.3389/feduc.2018.00115. Reference
  • Jungjohann, Jana; Diehl, Kirsten; Mühling, Andreas; Gebhardt, Markus (2018): Graphen der Lernverlaufsdiagnostik interpretieren und anwenden – Leseförderung mit der Onlineverlaufsmessung Levumi. In: Forschung Sprache 6 (2), pp. 84–91. Reference
  • (ER) Kaiser, M. & Mühling, A. (2018). Was ist Informatik? LOG-IN (accepted entry)
  • (SB) Jungjohann, J., DeVries, J. M., Gebhardt, M., & Mühling, A. (2018). Levumi: A Web-Based Curriculum-Based Measurement to Monitor Learning Progress in Inclusive Classrooms. In K. Miesenberger & G. Kouroupetroglou (edd.), Computers Helping People with Special Needs (pp. 369–378). Cham: Springer International Publishing. Reference
  • (ER) Mühling, A., & Allert, H. (2018). Medienbedienung gleich Medienbenutzung?: Chancen und Herausforderungen beim Einsatz von Medien. In M. Ropohl, A. Lindmeier, H. Härtig, L. Kampschulte, A. Mühling & J. Schwanewedel (edd.), Medieneinsatz im mathematisch-naturwissenschaftlichen Unterricht. Fachübergreifende Perspektiven auf zentrale Fragestellungen (1. Auflage) (pp. 38–54). Hamburg: Joachim Herz Stiftung Verlag. Reference
  • (ER) Ropohl, M., Diehl, K., Gebhardt, M., van den Heuvel-Panhuizen, M., Mühling, A., & Schanze, S. (2018). Lernprozesse und Lernprodukte mit digitalen Medien diagnostizieren?: Digitale Medien für formative und summative Diagnose. In M. Ropohl, A. Lindmeier, H. Härtig, L. Kampschulte, A. Mühling & J. Schwanewedel (edd.), Medieneinsatz im mathematisch-naturwissenschaftlichen Unterricht. Fachübergreifende Perspektiven auf zentrale Fragestellungen (1. Auflage) (pp. 98–137). Hamburg: Joachim Herz Stiftung Verlag. Reference

 

2017

  • Mühling, A. (2017). Concept Landscapes: Aggregating Concept Maps for Analysis. Journal of Educational Data Mining (JEDM), 9(2), 1–30. Reference
  • (ER) Arnold, J., Mahler, D., & Mühling, A. (2017). "AppLaus": App-Entwicklung in der Lehramtsausbildung. In C. Maurer (ed.), Qualitätsvoller Chemie - und Physikunterricht - normative und empirische Dimensionen. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Regensburg 2017, pp. 546–550. Reference
  • (ER) Arnold, J., Kremer, K. & Mühling, A. (2017). »Denn sie wissen nicht, was sie tun«: Educational Data Mining zu Schülervorstellungen im Bereich Methodenwissen. MNU Journal(5), 334–340. Reference
  • Luxton-Reilly, A., Becker, B. A., Cao, Y., McDermott, R., Mirolo, C., Mühling, A. et al. (2017). Developing Assessments to Determine Mastery of Programming Fundamentals, Proceedings of the 2017 ITiCSE Conference on Working Group Reports. ITiCSE-WGR ’17: (pp. 47–69). New York, NY, USA: ACM. Reference
  • (SB) Mühling, A., Gebhardt, M. & Diehl, K. (2017). Formative Diagnostik durch die Onlineplattform LEVUMI. Informatik-Spektrum, 40(6), 556–561. Reference
  • Schneider, Y. & Mühling, A. (2017). Das Konzept Nature of Computer Science. In I. Diethelm (ed.), Informatische Bildung zum Verstehen und Gestalten der digitalen Welt. 17. GI-Fachtagung Informatik und Schule, 13.–15. September 2017 Oldenburg (Lecture Notes in Informatics (LNI)- Proceedings, pp. 123–126). Bonn: Gesellschaft für Informatik e.V. (GI). Reference

 

2016

  • (ER) Gebhardt, M., Diehl, K. & Mühling, A. (2016). Online-Lernverlaufsmessung für alle Schülerinnen und Schüler in inklusiven Klassen. Zeitschrift für Heilpädagogik, 66, 444–453. Reference
  • Mühling, A. (2016). Aggregating Concept Map Data to Investigate the Knowledge of Beginning CS Students. Computer Science Education, 1–16. Reference

 

Älter als 2016

  • Capovilla, D., Berges, M., Mühling, A. & Hubwieser, P. (2015). Handling Heterogeneity in Programming Courses for Freshmen, Learning and Teaching in Computing and Engineering (LaTiCE), 2015 International Conference on (pp. 197–203). Reference
  • Capovilla, D., Mühling, A. & Hubwieser, P. (2015). How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students, Learning and Teaching in Computing and Engineering (LaTiCE), 2015 International Conference on (pp. 187–192). Reference
  • Funke, A., Berges, M., Mühling, A. & Hubwieser, P. (2015). Gender Differences in Programming: Research Results and Teachers’ Perception, Proceedings of the 15th Koli Calling Conference on Computing Education Research. Koli Calling ’15: (pp. 161–162). New York, NY, USA: ACM. Reference
  •  (ER) Gebhardt, M., Mühling, A., Gartmeier, M. & Tretter, T. (2015). Wissen über Inklusion als gedankliches Netz: Vergleich zwischen Studierenden des beruflichen und des sonderpädagogischen Lehramts mithilfe von Concept-Maps. Zeitschrift für Heilpädagogik, 66, 609–622. Reference
  • Hubwieser, P. & Mühling, A. (2015). Investigating the Psychometric Structure of Bebras Contest: Towards Mesuring Computational Thinking Skills, Learning and Teaching in Computing and Engineering (LaTiCE), 2015 International Conference on (pp. 62–69). Reference
  • Mühling, A., Hubwieser, P. & Berges, M. (2015). Dimensions of Programming Knowledge. In A. Brodnik & J. Vahrenhold (ed.), Informatics in Schools. Curricula, Competences, and Competitions (Lecture notes in computer science, Bd. 9378, pp. 32–44). Springer International Publishing. Reference
  • Mühling, A., Ruf, A. & Hubwieser, P. (2015). Design and First Results of a Psychometric Test for Measuring Basic Programming Abilities, Proceedings of the Workshop in Primary and Secondary Computing Education. WiPSCE ’15: (pp. 2–10). New York, NY, USA: ACM. Reference
  • Hubwieser, P. & Mühling, A. (2014). Competency Mining in Large Data Sets - Preparing Large Scale Investigations in Computer Science Education. In A. L. N. Fred (ed.), Proceedings of the International Conference on Knowledge Discovery and Information Retrieval. Rome, Italy, 21 - 24 October 2014 ; [one of three integrated conferences that … constitute the International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K)] (pp. 315–322). SciTePress. Reference
  • Hubwieser, P. & Mühling, A. (2014). Playing PISA with Bebras, Proceedings of the 9th Workshop in Primary and Secondary Computing Education. WiPSCE ’14: (pp. 128–129). New York, NY, USA: ACM. Reference
  • Ruf, A., Mühling, A. & Hubwieser, P. (2014). Scratch vs. Karel: Impact on Learning Outcomes and Motivation, Proceedings of the 9th Workshop in Primary and Secondary Computing Education. WiPSCE ’14: (pp. 50–59). New York, NY, USA: ACM. Reference
  • Berges, M., Mühling, A., Hubwieser, P. & Steuer, H. (2013). Informatik für Nichtinformatiker: ein kontext- und praxisorientiertes Konzept. In P. Forbrig, D. Rick & A. Schmolitzky (ed.), HDI 2012 – Informatik für eine nachhaltige Zukunft, 5. Fachtagung Hochschuldidaktik der Informatik , Hamburg, Germany, 6-7 November 2012. Commentarii informaticae didacticae: Bd. 5 (pp. 105–110). Potsdam: Universitätsverlag Potsdam.
  • Hubwieser, P., Magenheim, J., Mühling, A. & Ruf, A. (2013). Towards a Conceptualization of Pedagogical Content Knowledge for Computer Science. In B. Simon, A. Clear & Q. I. Cutts (ed.), Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research, La Jolla, USA, 12-14 August 2013 (pp. 1–8). New York: ACM. Reference
  • Berges, M., Mühling, A. & Hubwieser, P. (2012). The Gap Between Knowledge and Ability. In M.-J. Laakso (ed.), Proceedings of the 12th Koli Calling International Conference on Computing Education Research, Koli, Finnland, 17-15 November 2012 (pp. 126–134). New York: ACM. Reference
  • Hubwieser, P. & Mühling, A. (2012). A Social Network for Learning - Supporting Collaborative Learning based on the Ontology for Educational Knowledge. In K. Liu (ed.), Proceedings of the International Conference on Knowledge Management and Information Sharing. Barcelona, Spain, 4 - 7 October 2012 ; [one of the three integrated conferences that .̤ constitute the International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K)] (pp. 298–301). SciTePress. Reference
  • Mühling, A. & Hubwieser, P. (2012). Towards Software-Supported Large Scale Assessment of Knowledge Development. In M.-J. Laakso (ed.), Proceedings of the 12th Koli Calling International Conference on Computing Education Research, Koli, Finnland, 17-15 November 2012 (pp. 145–146). New York: ACM. Reference
  • Hubwieser, P. & Mühling, A. (2011). Investigating Cognitive Structures of Object Oriented Programming, Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, Darmstadt, Germany, 27-29 June 2011. ITiCSE ’11: (p. 377). New York, NY, USA: ACM. Reference
  • Hubwieser, P. & Mühling, A. (2011). Knowpats: Patterns of Declarative Knowledge - Searching Frequent Knowledge Patterns About Object-orientation. In J. Filipe & A. L. N. Fred (ed.), KDIR 2011. Proceedings of the International Conference on Knowledge Discovery and Information Retrieval : Paris, France, 26-29 October, 2011 (pp. 358–364). SciTePress. Reference
  • Hubwieser, P. & Mühling, A. (2011). What Students (Should) Know About Object Oriented Programming. In K. Sanders, M. E. Caspersen & A. Clear (ed.), Proceedings of the Seventh International Workshop on Computing Education Research, Rhode Island, USA, 8-9 August 2011 (pp. 77–84). New York: ACM. Reference
  • Hubwieser, P., Mühling, A. & Brinda, T. (2010). Erste Ergebnisse einer Lehrerbefragung zum bayerischen Schulfach Informatik. In I. Diethelm, C. Dörge, C. Hildebrandt & C. Schulte (ed.), Didaktik der Informatik - Möglichkeiten empirischer Forschungsmethoden und Perspektiven der Fachdidaktik (Didaktik der Informatik - Aktuelle Forschungsergebnisse. 6. Workshop der GI-Fachgruppe "Didaktik der Informatik") (pp. 45–56). Bonn: Köllen. Reference
  • Mühling, A., Hubwieser, P. & Brinda, T. (2010). Exploring Teachers’ Attitudes Towards Object Oriented Modelling and Programming in Secondary Schools, Proceedings of the Sixth International Workshop on Computing Education Research, Aarhus, Denmark, 9-10 August 2010 (pp. 59–68). New York: ACM. Reference
  • Eckhardt, S., Mühling, A. &apm; Nowak, J. (2007). Fast Lowest Common Ancestor Computations in Dags. In L. Arge, M. Hoffmann & E. Welzl (ed.), Proceedings of the 15th Annual European Symposium on Algorithms, Eilat, Israel, 8-10 October 2007. Lecture notes in computer science: (pp. 705–716). Berlin, Heidelberg: Springer. Reference