{"title":"一年级编程课程中使用ScratchJr的性别差异研究","authors":"Zhanxia Yang, M. Bers","doi":"10.1080/08993408.2023.2224135","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":" ","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Examining Gender Difference in the Use of ScratchJr in a Programming Curriculum for First Graders\",\"authors\":\"Zhanxia Yang, M. Bers\",\"doi\":\"10.1080/08993408.2023.2224135\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":45844,\"journal\":{\"name\":\"Computer Science Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-06-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Computer Science Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08993408.2023.2224135\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computer Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08993408.2023.2224135","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
期刊介绍:
Computer Science Education publishes high-quality papers with a specific focus on teaching and learning within the computing discipline. The journal seeks novel contributions that are accessible and of interest to researchers and practitioners alike. We invite work with learners of all ages and across both classroom and out-of-classroom learning contexts.