Artículos de Revista

• 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 
  
• 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
  
• 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
• 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
  
• 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
• 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
• 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
• 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

• 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
• 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