2023

  1. High-School Computer Science - Its Effect on the Choice of Higher Education

    Armoni M. & Gal-Ezer J. (2023), Informatics in Education. 22, 2, p. 183-206

    2.

  2. Algorithmic Abstraction in Computer Science Curricula for Primary Schools: The Case of a National Curriculum for 4th Grade

    Friebroon-Yesharim M., Ben-Bassat Levy R. & Armoni M. (2023), UKICER 2023 - Proceedings of the 2023 Conference on United Kingdom and Ireland Computing Education Research.

    3.

  3. On Teaching Abstraction in Computer Science: Secondary-School Teachers' Perceptions vs. Practices

    Nakar L. & Armoni M. (2023), UKICER 2023 - Proceedings of the 2023 Conference on United Kingdom and Ireland Computing Education Research.

    4.

  4. From Modelling to Assessing Algorithmic Abstraction the Missing Dimension

    Nakar L., Friebroon-Yesharim M. & Armoni M. (2023), Proceedings of 23rd International Conference on Computing Education Research, Koli Calling 2023.

    5.

  5. Abstraction and Problem Solving in a CS Curriculum for 4<sup>th</sup> Grade

    Friebroon-Yesharim M., Ben-Bassat Levy R. & Armoni M. (2023), Proceedings of International Conference on Computational Thinking Education, p. 19-24

    6.

    2021

  6. Computational Problem Solving in Plethora

    Armoni M., Gal-Ezer J., Haskel Ittah M., Marelly R. & Szekely S. (2021)

    7.

  7. Teaching Reduction as an Algorithmic Problem-Solving Strategy

    Gaber I., Armoni M. & Statter D. (2021), Proceedings - 2021 3rd International Conference on Computer Science and Technologies in Education, CSTE 2021. p. 19-26

    8.

  8. Importing from a young discipline: the case of computational thinking

    Armoni M. (2021), Long-term Research and Development in Science Education: What Have We Learned?. p. 135-161

    9.

    2020

  9. Teaching Abstraction in Computer Science to 7th Grade Students

    Statter D. & Armoni M. (2020), ACM Transactions on Computing Education. 20, 1, p. 8-837, 8

    10.

  10. Towards a Holistic Reservoir of Research-Based PCK Segments of K-12 Computer Science Teachers

    Brandes O. & Armoni M. (2020), ITiCSE 2020 - Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education. p. 131-137

    11.

    2019

  11. Using Action Research to Distill Research-Based Segments of Pedagogical Content Knowledge of K-12 Computer Science Teachers

    Brandes O. & Armoni M. (2019), Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (ITICSE '19). p. 485-491

    12.

  12. The effects of a professional development workshop focusing on action research on the practice of high-school computer science teachers

    Brandes O. & Armoni M. (2019), Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019. p. 1-10

    13.

    2018

  13. LearnSAT: A SAT Solver for Education

    Ben-Ari M. (2018), Journal of Open Source Software. 3, 24

    14.

  14. Physics Conceptual Understanding in a Computational Science Course

    Taub R., Armoni M. & Ben-Ari M. (2018), Journal of Computational Science Education. 9, 2, p. 2-13

    15.

  15. Teaching Computer Science Concepts through Robotics to Elementary School Children

    Friebroon-Yesharim M. & Ben-Ari M. (2018), International Journal of Computer Science Education in Schools. 2, 3

    16.

    2017

  16. Teaching Scenario-Based Programming: An Additional Paradigm for the High School Computer Science Curriculum, Part 1

    Alexandron G., Armoni M., Gordon M. & Harel D. (2017), Computing In Science & Engineering. 19, 5, p. 58-67, 8024141

    17.

  17. The Evaluation of Robotics Activities for Facilitating STEM Learning

    Ben-Bassat Levy R. & Ben-Ari M. (2017), International Conference on Robotics and Education RiE 2017. Obdrzalek D., Koppensteiner G., Merdan M., Balogh R. & Lepuschitz W. (eds.). Cham p. 132-137

    18.

    2016

  18. Teaching nondeterminism through programming

    Alexandron G., Armoni M., Gordon M. & Harel D. (2016), Informatics in Education. 15, 3, p. 1-23

    19.

  19. In defense of programming

    Ben-Ari M. M. (2016), ACM Inroads. 7, 1, p. 44-46

    20.

    2015

  20. How to implement rigorous computer science education in K-12 schools? Some answers and many questions

    Hubwieser P., Armoni M. & Giannakos M. N. (2015), ACM Transactions on Computing Education. 15, 2, 5

    21.

  21. From Scratch to "real" programming

    Armoni M., Meerbaum-Salant O. & Ben-Ari M. (2015), ACM Transactions on Computing Education (TOCE). 14, 4, 25

    22.

  22. Enhancing robot programming with visual feedback and augmented reality

    Magnenat S., Ben-Ari M., Klinger S. & Sumner R. W. (2015), Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education. p. 153-158
    Submitted Version

    23.

  23. Robotics activities: is the investment worthwhile?

    Levy R. B. & Ben-Ari M. M. (2015), International Conference on Informatics in Schools. Brodnik A. & Vahrenhold J. (eds.). p. 22-31

    24.

  24. The effectiveness of robotics competitions on students' learning of computer science

    Kaloti-Hallak F., Armoni M. & Ben-Ari M. (2015), Olympiads in informatics. 9, p. 89-112

    25.

  25. The Effect Of Computer Science On Physics Learning In A Computational Science Environment

    Taub R., Armoni M., Bagno E. & Ben-Ari M. M. (2015), Computers & Education. 87, p. 10-23

    26.

    2014

  26. Scenario-Based Programming: Reducing the Cognitive Load, Fostering Abstract Thinking

    Alexandron G., Armoni M., Gordon M. & Harel D. (2014), Companion Proceedings of the 36th International Conference on Software Engineering (ICSE Companion 2014). p. 311-320

    27.

  27. Teaching a core CS concept through robotics

    Magnenat S., Shin J., Riedo F., Siegwart R. & Ben-Ari M. (2014), Proceedings of the 2014 conference on Innovation technology in computer science education. p. 315-320

    28.

  28. Scenario-Based Programming, Usability-Oriented Perception

    Alexandron G., Armoni M., Gordon M. & Harel D. (2014), ACM Transactions on Computing Education. 14, 3, 21

    29.

    2013

  29. LearnSAT: a SAT solver for education: A SAT solver for education

    Ben-Ari M. M. (2013), International Conference on Theory and Applications of Satisfiability Testing. p. 403-407

    30.

  30. Learning computer science concepts with Scratch

    Meerbaum-Salant O., Armoni M. & Ben-Ari M. (2013), Computer Science Education. 23, 3, p. 239-264

    31.

  31. The contribution of computer science to learning computational physics

    Taub R., Armoni M. & Ben-Ari M. (2013), International Conference on Informatics in Schools: Situation, Evolution, and Perspectives. p. 127-137

    32.

  32. On teaching programming with nondeterminism

    Alexandron G., Armoni M., Gordon M. & Harel D. (2013), WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings. p. 71-74

    33.

    2012

  33. Mathematical logic for computer science

    Ben-Ari M. (2012)

    34.

  34. CS unplugged and middle-school students views, attitudes, and intentions regarding CS

    Taub R., Armoni M. & Ben-Ari M. (2012), ACM Transactions on Computing Education (TOCE). 12, 2, a8

    35.

    2011

  35. Evaluating a visualisation of the execution of a concurrent program

    Lonnberg J., Malmi L. & Ben-Ari M. (2011), Proceedings of the 11th Koli Calling International Conference on Computing Education Research. p. 39-48

    36.

  36. Programming with the User in Mind

    Alexandron G., Armoni M. & Harel D. (2011)

    37.

  37. Loop Constructs in Scratch

    Ben-Ari M. M. (2011), ACM Inroads. 2, 1, p. 27-28

    38.

  38. Habits of programming in Scratch

    Meerbaum-Salant O., Armoni M. & Ben-Ari M. (2011), Proceedings of the 16th annual joint conference on Innovation and technology in computer science education. p. 168-172

    39.

  39. Viewpoint non-myths about programming

    Ben-Ari M. (2011), Communications of the ACM. 54, 7, p. 35-37

    40.

  40. Visualising concurrent programs with dynamic dependence graphs

    Lonnberg J., Ben-Ari M. & Malmi L. (2011), Visualizing software for understanding and analysis (VISSOFT), 2011 6th IEEE international workshop on. p. 1-4

    41.

  41. SyntaxTrain: relieving the pain of learning syntax

    Moth A. L. A., Villadsen J. & Ben-Ari M. (2011), Proceedings of the 16th annual joint conference on Innovation and technology in computer science education. p. 387-387

    42.

  42. A decade of research and development on program animation: The Jeliot experience

    Ben-Ari M., Bednarik R., Levy R. B., Ebel G., Moreno A., Myller N. & Sutinen E. (2011), Journal of Visual Languages and Computing. 22, 5, p. 375-384

    43.

    2010

  43. Didactics of Introduction to Computer Science in High School

    Armoni M., Benaya T., Ginat D. & Zur E. (2010), Teaching Fundamental Concepts Of Informatics, Proceedings. 5941, p. 36-48

    44.

  44. A primer on model checking

    Ben-Ari M. M. (2010), ACM Inroads. 1, 1, p. 40-47

    45.

  45. Gendebugger: An explanation-based constraint debugger

    Alexandron G., Lagoon V., Naveh R. & Rich A. (2010), Workshop on Techniques for Implementing Constraint programming System. p. 35-37

    46.

  46. Objects Never? Well, Hardly Ever!

    Ben-Ari M. (2010), Communications of the ACM. 53, 9, p. 32-35

    47.

    2009

  47. A survey of research on the Jeliot program animation system

    Levy R. B. & Ben-Ari M. (2009), Proceedings of the Chais conference on instructional technologies research 2009. p. 41-47

    48.

  48. Extending the engagement taxonomy: Software visualization and collaborative learning

    Myller N., Bednarik R., Sutinen E. & Ben-Ari M. (2009), ACM Transactions on Computing Education (TOCE). 9, 1, p. 7

    49.

  49. The concept of nondeterminism: Its development and implications for teaching

    Armoni M. & Ben-Ari M. (2009), Science & Education. 18, 8, p. 1005-1030

    50.

  50. Adapting and merging methodologies in doctoral research

    Levy R. B. & Ben-Ari M. (2009), Computer Science Education. 19, 2, p. 51-67

    51.

    2008

  51. The effect of the Jeliot animation system on learning elementary programming

    Ben-Ari M. (2008), 4th Panhellenic Conference on Didactics of Informatics. p. 28-30

    52.

  52. Perceived Behavior Control and Its Influence on the Adoption of Software Tools

    Levy R. B. & Ben-Ari M. (2008), ACM SIGCSE Bulletin. 40, 3, p. 169-173

    53.

  53. Principles of the spin model checker

    Ben-Ari M. (2008)

    54.

    2007

  54. The End of Science Revisited

    Ben-Ari M. (2007), Skeptic. 13, 2, p. 20-27

    55.

  55. We Work So Hard and They Don't Use It: Acceptance of Software Tools by Teachers

    Levy R. B. & Ben-Ari M. (2007), ACM SIGCSE Bulletin. 39, 3, p. 246-250

    56.

  56. The contribution of visualization to learning computer architecture

    Yehezkel C., Ben-Ari M. & Dreyfus T. (2007), Computer Science Education. 17, 2, p. 117-127

    57.

    2006

  57. Why don't they do what we want them to do

    Schwarz S. & Ben-Ari M. (2006), PPIG2006-Proceedings of the 18th Annual Workshop of the Psychology of Programming Interest Group. p. 266 - 274

    58.

  58. McKinley's Amazon

    Ben-Ari M. M. (2006), ACM SIGCSE Bulletin. 38, p. 75-77

    59.

  59. Roles of variables in three programming paradigms

    Sajaniemi J., Ben-Ari M., Byckling P., Gerdt P. & Kulikova Y. (2006), Computer Science Education. 16, 4, p. 261-279

    60.

  60. Principles of concurrent and distributed programming

    Ben-Ari M. (2006)

    61.

  61. Affective effects of program visualization

    Ebel G. & Ben-Ari M. (2006), Proceedings of the second international workshop on computing education research. p. 1-5

    62.

    2005

  62. Minesweeper as an NP-complete problem

    Ben-Ari M. M. (2005), SIGCSE Bulletin Inroads. 37, 4, p. 39-40

    63.

  63. On understanding the statics and dynamics of object-oriented programs

    Ragonis N. & Ben-Ari M. (2005), ACM SIGCSE Bulletin. 37, 1, p. 226-230

    64.

  64. Evolving boxes as flexible tools for teaching high-school students declarative and procedural aspects of logic programming

    Haberman B. & Scherz Z. (2005), Lecture Notes in Computer Science. 3422, p. 156-165

    65.

  65. Whose final hour?: The problem of naive egocentric catastrophism in doomsayers and catastrophists

    Ben-Ari M. (2005), Skeptic (Altadena, CA). 12, 3, p. 40-50

    66.

  66. Ada for Software Engineers

    Ben-Ari M. (2005)

    67.

  67. Situated learning in this high-technology world

    Ben-Ari M. (2005), Science Education. 14, 3-5, p. 367-376

    68.

    2004

  68. Visualizing programs with Jeliot 3

    Moreno A., Myller N., Sutinen E. & Ben-Ari M. (2004), Proceedings of the working conference on Advanced visual interfaces. p. 373-376
    Submitted Version

    69.

  69. Selecting a visualization system

    Pollack S. & Ben-Ari M. (2004), Proceedings of the Third Program Visualization Workshop. p. 134-140

    70.

  70. Situated learning in computer science education

    Ben-Ari M. (2004), Computer Science Education. 14, 2, p. 85-100

    71.

  71. Virtual trees for the byzantine generals algorithm

    Tikvati A., Ben-Ari M. & Kolikant Y. B. (2004), ACM SIGCSE Bulletin. 36, 1, p. 392-396

    72.

  72. What do we mean by theoretically sound research in computer science education?

    Ben-Ari M., Berglund A., Booth S. & Holmboe C. (2004), ITiCSE '04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education. 3 ed. Vol. 36. p. 230-231

    73.

  73. Introduction: Computer science education in high school

    Ben-Ari M. (2004), Computer Science Education. 14, 1, p. 1-2

    74.

  74. Inside the computer: Visualization and mental models

    Yehezkel C., Ben-Ari M. & Dreyfus T. (2004), Proceedings of the Third Program Visualization Workshop. p. 82-85

    75.

    2003

  75. Roles of variables from the perspective of computer science educators

    Ben-Ari M. & Sajaniemi J. (2003), ITiCSE04, June 2830, 2004, Leeds, United Kingdom.

    76.

  76. How Did They Get to the Moon Without PowerPoint?

    Ben-Ari M. M. (2003), Technology. 3, 1

    77.

  77. The Jeliot 2000 program animation system

    Levy R., Ben-Ari M. & Uronen P. (2003), Computers & Education. 40, 1, p. 1-15

    78.

  78. The NOMA of Yishayahu Leibowitz

    Ben-Ari M. (2003), Science and Education. 12, 7, p. 719-723

    79.

    2002

  79. Teaching constructors: A difficult multiple choice

    Ragonis N. & Ben-Ari M. (2002), Tools and Environments for Learning Object-Oriented Concepts. Moreira A. & Hernandez J. (eds.). p. 30-43

    80.

  80. Are black boxes transparent? - High school students' strategies of using abstract data types

    Haberman B., Shapiro E. & Scherz Z. (2002), Journal of Educational Computing Research. 27, 4, p. 411-436

    81.

  81. Perspectives on program animation with Jeliot

    Ben-Ari M., Myller N., Sutinen E. & Tarhio J. (2002), Software Visualization. 2269, p. 31-45

    82.

  82. Writing a textbook

    Ben-Ari M. M., Walker H. M., Redvers-Mutton G. & Mansfield K. (2002)

    83.

  83. From theory to experiment to practice in CS education

    Ben-Ari M. (2002)

    84.

  84. A vision of visualization in teaching object-oriented programming

    Ben-Ari M., Ragonis N. & Levy R. B. (2002), Proceeding of 2nd Program Visualization Workshop. p. 83-89

    85.

    2001

  85. The bug that destroyed a rocket

    Ben-Ari M. (2001), ACM SIGCSE Bulletin. 33, 2, p. 58-59

    86.

  86. Constructivism in computer science education

    Ben-Ari M. (2001), Journal of Computers in Mathematics and Science Teaching. 20, 1, p. 45-73

    87.

  87. Theory-guided technology in computer science

    Ben-Ari M. (2001), Science Education. 10, 5, p. 477-484

    88.

  88. Salvation for bricoleurs

    Yeshno T. & Ben-Ari M. (2001)

    89.

  89. Mathematical Logic for Computer Science

    Ben-Ari M. (2001)

    90.

    2000

  90. Formal verification of the Ricart-Agrawala algorithm

    Sedletsky E., Pnueli A. & Ben-Ari M. (2000), Fst Tcs 2000: Foundations Of Software Technology And Theoretical Computer Science, Proceedings. 1974, p. 325-335

    91.

  91. The anthropology of semaphores

    Kolikant Y., Ben-Ari M. & Pollack S. (2000), Iticse 2000: Proceedings Of The 5Th Annual Sigcse/Sigcue Conference On Innovation And Technology In Computer Science Education. 32, 3, p. 21-24

    92.

  92. How to Get a Good Review

    Ben-Ari M. (2000), ACM SIGCSE Bulletin. 32, 2, p. 4-6

    93.

  93. An extended experiment with Jeliot 2000

    Ben-Bassat Levy R., Ben-Ari M. & Uronen P. A. (2000)

    94.

    1999

  94. An organizer for project-based learning and instruction in computer science

    Scherz Z. & Polak S. (1999), Iticse '99: Proceedings Of The 4Th Annual Sigcse/Sigcue Conference On Innovation And Technology In Computer Science Education. 31, 3, p. 88-90

    95.

    1998

  95. Extreme interleavings

    Ben-Ari M. & Burns A. (1998), IEEE Concurrency. 6, 3, p. 90-90

    96.

  96. Re-engineering a concurrency simulator

    Persky Y. & Ben-Ari M. (1998), ACM SIGCSE Bulletin. 30, 3, p. 185-188

    97.

  97. Constructivism in computer science education

    Ben-Ari M. (1998), ACM SIGCSE Bulletin. 30, 1, p. 257-261
    Submitted Version

    98.

  98. Dispatching on the function result

    Ben-Ari M. (1998), ACM SIGAda Ada Letters. 18, 4, p. 101-106

    99.

  99. A portable implementation of the distributed systems annex in Java

    Tzruya Y. & Ben-Ari M. (1998), ACM SIGAda Ada Letters. 18, 6, p. 204-211

    100.

  100. How to solve the Santa Claus problem

    Ben-Ari M. (1998), Concurrency Practice and Experience. 10, 6, p. 485-496

    101.

  101. Abstract data types as a project development organiser

    Haberman B., Scherz Z. & Shapiro E. (1998), SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education). 30, 3, p. 102-104

    102.

  102. Teaching object-oriented programming in Ada

    Ben-Ari M. (1998), JOOP - Journal of Object-Oriented Programming. 11, 6, p. 39-45

    103.

    1997

  103. A critique of the advanced placement C++ subset

    Ben-Ari M. & Henney K. (1997), SIGCSE Bulletin Inroads. 29, 2, p. 7-10

    104.

  104. Recursion: from drama to program

    Ben-Ari M. & Reich N. (1997), Journal of Computer Science Education. 11, 3, p. 9-12

    105.

    1996

  105. Using inheritance to implement concurrency

    Ben-Ari M. (1996), ACM SIGCSE Bulletin. 28, 1, p. 180-184

    106.

    1987

  106. The Use of Logic Programming in Education

    Scherz Z., Maler O. & Shapiro E. (1987), Eurit 86. p. 531-537

    107.

    1982

  107. Temporal logic proofs of concurrent programs

    Ben-Ari M. (1982)

    108.

  108. On-the-fly garbage collection: New algorithms inspired by program proofs: New algorithms inspired by program proofs

    Ben-Ari M. (1982), International Colloquium on Automata, Languages, and Programming. Schmidt E. M. & Nielsen M. (eds.). p. 14-22

    109.

  109. Deterministic propositional dynamic logic: Finite models, complexity, and completeness: Finite models, complexity, and completeness

    Ben-Ari M., Halpern J. Y. & Pnueli A. (1982), Journal of Computer and System Sciences. 25, 3, p. 402-417

    110.

    1981

  110. Cheap concurrent programming

    Ben-Ari M. (1981), Software - Practice and Experience. 11, 12, p. 1261-1264

    111.

  111. A methodology for modular use of Ada

    Ben-Ari M. & Yehudai A. (1981), ACM SIGPLAN Notices. 16, 12, p. 22-26

    112.

  112. Complexity of proofs and models in programming logics

    Ben-Ari M. (1981)

    113.

    1978

  113. lanov Pushdown Schemes Are Contained in Boolean Recursive Schemes

    Ben-Ari M. (1978), Acta Informatica. 10, 2, p. 117-125

    114.