Artículos de Revista
  • Bredder, E., Lilly, S., & Chiu, J. L. (2025, accepted). Development and analysis of pre-service teachers’ self-efficacy in integrating computer science survey instrument using confirmatory factor analysis. ACM Transactions on Computing Education (TOCE). https://doi.org/10.1145/3769863
  • Espinal, A., Vieira, C., & Magana, A. J. (2025). Assessing Disciplinary Teachers' Pedagogical and Content Knowledge in Computational Thinking. TechTrends, 1-17. https://doi.org/10.1007/s11528-025-01072-2
  • Lilly, S., Bredder, E., McAlister, A., & Chiu, J. L. (2025). Implementing computer science in elementary science classrooms: An elementary teacher’s perceptions over four years. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, J., & Markauskaite, L. (Eds.). Proceedings of the 19th International Conference of the Learning Sciences – ICLS 2025 (200-208). Helsinki, Finland: International Society of the Learning Sciences
  • Lilly, S., Bredder, E., Crowder, A., & Chiu, J. L. (2025). A case study of the integration of culturally relevant computer science: The planning practices of elementary teachers in a research-practice partnership. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, J., & Markauskaite, L. (Eds.). Proceedings of the 19th International Conference of the Learning Sciences – ICLS 2025 (137-145). Helsinki, Finland: International Society of the Learning Sciences
  • Robledo-Castro, C., Mejía, C. V., & Chiu, J. (2025). Exploring computational thinking, executive functions, visuospatial skills and experiences with toys in early childhood: Protocol for a controlled trial. MethodsX, 103145. https://doi.org/10.1016/j.mex.2024.103145
  • Espinal, A., Vieira, C., & Magana, A. J. (2024). Professional Development in Computational Thinking: A Systematic Literature Review. ACM Transactions on Computing Education, https://doi.org/10.1145/3648477
  • Quintero-Manes, R., & Vieira, C. (2024). Differentiated measurement of cognitive loads in computer programming. Journal of Computing in Higher Education, 1-18. https://doi.org/10.1007/s12528-024-09411-7
  • Vieira, C., Vásquez, A., Meza, F., Quintero-Manes, R., & Godoy, P. (2024). Identifying Difficult Questions and Student Difficulties in a Spanish Version of a Programming Assessment Instrument (SCS1). ACM Transactions on Computing Education. https://doi.org/10.1145/3665921
  • Vieira, C.; Espinal, A.; Chiu, J.; Bredder, E.; Harris, P.; Wilkens, K. (2024). Hacia una educación equitativa en ciencias de la computación. Revista EIA, 21(42), Reia4210. pp. 1-24. https://doi.org/10.24050/reia.v21i42.1734 
  • Espinal, A., Vieira, C., & Guerrero-Bequis, V. (2022). Student ability and difficulties with transfer from a block-based programming language into other programming languages: a case study in Colombia. Computer Science Education, 1-33. https://doi.org/10.1080/08993408.2022.2079867
  • Lilly, S., McAlister, A., Fick, S., & Chiu, J. L. (2023, accepted). A comparison of elementary teachers’ verbal supports for students in inclusive and general classroom contexts during an NGSS-aligned science, engineering, and computer science unit. Science Education. https://doi.org/10.1002/sce.21788
  • Robledo-Castro, C., Castillo-Ossa, L. F., & Hederich-Martínez, C. (2023). Effects of a computational thinking intervention program on executive functions in children aged 10 to 11. International Journal of Child-Computer Interaction, 35, 100563.
  • Vieira, C., Chiu, J., & Velasquez, B. (2023). Towards a learning progression of sequencing and algorithm design for five-and six-years-old children engaging with an educational robot. Computer Science Education, 34(4), 596-616.
    ISO 690
  • Vieira, C., Chiu, J. & Velasquez, B. (2023) Towards a learning progression of sequencing and algorithm design for five- and six-years-old children engaging with an educational robot. Computer Science Education. https://doi.org/10.1080/08993408.2023.2255058
  • Vieira, C., Gómez, R. J., Gómez, M., Canu, M., & Duque, M. (2023). Implementing unplugged CS and use-modify-create to develop student computational thinking skills: – A nationwide implementation in Colombia. Educational Technology & Society, 26(3), 155-175. https://doi.org/10.30191/ETS.202307_26(3).0012
  • Lilly, S., McAlister, A., Fick, S., Chiu, J. L., & McElhaney, K. (2022). Elementary teachers’ verbal supports of science and engineering practices in an NGSS-aligned science, engineering, and computational thinking unit. Journal of Research in Science Teaching, 59(6), 1035-1064. https://doi.org/10.1002/tea.21751 
  • Lilly, S., McAlister, A., & Chiu, J. L. (2022). Exploring elementary teachers’ perceptions of teaching a science, engineering, mathematics, and computer science interdisciplinary project. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.) Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022, 1325-1329.  https://doi.org/10.1002/sce.21788
  • Sánchez-Peña, M., Vieira, C., and Magana, A. J. (2022) Data science knowledge integration: Affordances of a computational cognitive apprenticeship on student conceptual understanding. Comput. Appl. Eng. Educ., 31(2) 239– 259. https://doi.org/10.1002/cae.22580
  • Wilkens, K., Bredder, E. & Chiu, J. (2022). Planned Use and Perceived Challenges of Equitable Computer Science Teaching Strategies with K-8 Teachers. 2022 AERA Annual Meeting, April 21-26. San Diego, CA. https://doi.org/10.3102/IP.22.1889602​

Artículos de Conferencia
  • Bredder, E., Lilly, S. C., Wilkens, K., & Vieira, C. (2025, June). Low-cost Educational Robotics (LCER) Design Framework. In 2025 ASEE Annual Conference & Exposition.
  • Arboleda, M., Vieira, C., & Chiu, J. L. (2024, October). WIP: Bridging the Data Gap-Introducing Unplugged Data Science. In 2024 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
  • Bredder, E., Wilkens, K., Gonzalez, C., Boyd, J., & Vieira, C. (2024, October). WIP: Engineering, Art, and Education-Designing Practical Robots in an Engineering Course. In 2024 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
  • De la Rosa, G., Arboleda, M., Vieira, C., & Parra, J. D. (2024, October). WIP: Mechanisms of Change-A Mixed-Methods Analysis of the Outcomes of a Computational Thinking Professional Development Program. In 2024 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
  • Espinal, A., Vieira, C., Bredder, E., Chiu, J., & Wilkens, K. (2024, October). WIP: Professional Learning in Computational Thinking for Early Childhood Teachers in Latin America. In 2024 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
  • Arboleda, M., Vieira, C., & Chiu, J. (2023) Opening the Machine Learning Black Box for Multidisciplinary Students: Scaffolding from GUI to Coding. In Proceedings of the Frontiers in Education Conference. College Station, TX. October 18-21, 2023
  • Espinal, A., & Magana, A., & Vieira, C. (2022, August), Assessment of a professional development program on computational thinking for disciplinary teachers Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41109
  • Wilkens, K., Tychonievich, L., & Chiu, J. L. (2021, March). Changes in K-8 teacher self-efficacy with CS and culturally responsive teaching through an RPP workshop. The 52nd ACM Technical Symposium on Computer Science Education (SIGCSE). https://doi.org/10.1145/3408877.3439644