- (역자주) 검색되지 않는 일부 링크의 경우, 역자가 적절한 링크로 대체함.
- Ala-Mutka, K., Broster, D., Cachia, R., Centeno, C., Feijoo, C., Hache, A., . . .Valverde, J. (2009). The impact of social computing on the EU information society and economy. JRC Scientifi c and Technical Report EUR 24063 EN. Retrieved from http://www.ict-21.ch/com-ict/IMG/pdf/JRC54327.pdf
- Association for Computing Machinery, et al. (2017).K–12 Framework for computer science education. Retrieved from http://k12cs.org.
- Astels, D. (2003). Test-driven development: A practical guide. Upper Saddle River, NJ: Prentice Hall Professional Technical Reference.
- Barker, L., McDowell, C., & Kalahar, K. (2009). Exploring factors that influence computer science introductory course students to persist in the major. ACM SIGCSE Bulletin, 41, 153–57.
- Bienkowski, M. (2015). Making computer science a fi rst-class object in the K–12 next generation science standards [abstract]. Proceedings of the 46th Acm Technical Symposium on Computer Science Education, 513–13. doi:10.1145/2676723.2691882
- Buckley, M., Nordlinger, J., & Subramanian, D. (2008). Socially relevant computing. ACM SIGCSE Bulletin, 40 (1), 347–51.
- Cockburn, A., & Williams, L. (2000). The costs and benefi ts of pair programming. In G. Succi & M. Marchesi (Eds.), Extreme Programming Examined (pp. 223–47). Reading, MA: Addison–Wesley Publishing Co.
- Code.org. (n.d.). Lab Buddy Project. Retrieved from https://studio.code.org/projects/applab/Sl2d3hr00jNKTEmPblkAA/remix
- Code.org. (2017a). Advocacy Coalition. Retrieved from https://code.org/advocacy
- Code.org. (2017b). Binary game. Retrieved from https://studio.code.org/projects/applab/iukLbcDnzqgoxuu810unLw
- Code.org. (2017c). CS discoveries curriculum guide. Retrieved from https://code.org/files/CSDiscoveries-Curriculum-Guide.pdf.
- Computer Science Teachers Association. (2017). K–12 CSTA Computer Science Standards. Retrieved from www.csteachers.org/page/standards.
- Computer Science Teachers Association, International Society for Technology in Education. (2011). Computational thinking leadership toolkit. Retrieved from https://id.iste.org/docs/ct-documents/ct-leadershipt-toolkit.pdf?sfvrsn=4 .
- CS Unplugged. (1998). Information hiding. Retrieved from https://classic.csunplugged.org/information-hiding/
- CS Unplugged. (2002a). Binary numbers. Retrieved from https://classic.csunplugged.org/binary-numbers/
- CS Unplugged. (2002b). Routing and Deadlock. Retrieved from https://classic.csunplugged.org/routing-and-deadlock/
- CS Unplugged. (2002c). Text compression. Retrieved from https://classic.csunplugged.org/text-compression/
- CS Unplugged. (2002d). Minimal Spanning Trees. Retrieved from https://classic.csunplugged.org/minimal-spanning-trees/
- CS Unplugged. (2014). Phylogenetics. Retrieved from https://classic.csunplugged.org/phylogenetics/
- CS Unplugged. (2015). Network Protocols. Retrieved from https://classic.csunplugged.org/network-protocols/
- Denning, P. (2005). Is computer science science? Communications of the ACM 48(4), 27–31.
- Dweck, C. (2006). Mindset: The new psychology of success: How we can learn to fulfill our potential. New York, NY: Ballantine Books.
- Dweck, C. (2015). Carol Dweck revisits the ‘growth mindset.’ Education Week, 35(5),20–24.
- Evans, D. (2016, October 17). Computer science should supplement, not supplant science education [blog]. Retrieved from https://www.nsta.org/blog/computer-science-should-supplement-not-supplant-science-education
- Gomes, C. (2009). Computational sustainability: Computational methods for a sustainable environment, economy, and society. The Bridge, 39 (4), 5–13.
- Google & Gallup. (2016). “Diversity gaps in computer science: Exploring the underrepresentation of girls, blacks, and hispanics.” [Survey report]. Retrieved from http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf
- Heinrichs, H. (2013). Sharing economy: A potential new pathway to sustainability. GAIA-Ecological Perspectives for Science and Society, 22 (4),228–31.
- International Society for Technology in Education. (2016). ISTE standards for students. Retrieved from www.iste.org/standards/for-computer science-educators.
- John Walker, S. (2015). Review of the book Big data: A revolution that will transform how we live, work, and think, by Viktor Mayer-Schonberger & Kenneth Cukier. International Journal of Advertising, 33.
- Karsten, J., & West, D. (2016, April 19). A brief history of U.S. encryption policy. Retrieved from https://www.brookings.edu/blog/techtank/2016/04/19/a-brief-history-of-u-s-encryption-policy/
- Khondker, H. (2011). Role of the new media in the Arab Spring. Globalizations, 8(5), 675–79. doi:10.1080/14747731.2011.621287
- Krishnamurthi, S., & Schanzer, E. (2017, August 22). Bootstrap’s data science course for middle- and high-school students. Retrieved from https://www.techatbloomberg.com/blog/bootstraps-data-science-course-for-middle-and-high-school-students/
- Lewis, C. (2017). Good (and bad) reasons to teach all students computer science. In Fee, S., Holland-Minkley, A., & Lombardi, T. (Eds.), New Directions for Computing Education (pp. 15–34). Springer.
- McDowell, C., Werner, L., Bullock, H., & Fernald, J. (2003). The impact of pair programming on student performance, perception, and persistence. Proceedings of the 25th International Conference on Software Engineering, 602–7. doi:10.1109/ICSE.2003.1201243
- McDowell, C., Werner, L., Bullock, H., & Fernald, J. (2006). Pair programming improves student retention, confidence, and program quality. Communications of the ACM, 49(8), 90–95. doi:10.1145/1145287.1145293
- National Council for Teachers of Mathematics. (2016). Computer science and mathematics education [Position statement]. Retrieved from www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Computer%20science%20and%20math%20ed%20022416.pdf
- National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2018). Common Core State Standards for mathematics. Retrieved from www.corestandards.org/Math/
- National Research Council. (2013). Next generation science standards: For states, by states. Washington, D.C.: The National Academies Press.
- Papert, S. (1980). Mindstorms: Children, computers, and Powerful Ideas. New York, NY: Basic Books, Inc.
- Patitsas, E., Berlin, J., Craig, M., & Easterbrook, S. (2016). Evidence that computer science grades are not bimodal. Proceedings of the 2016 ACM Conference on International Computing Education Research, 113–21. doi:10.1145/2960310.2960312
- Puentedura, R. (2014). SAMR and TPCK: A hands-on approach to classroom practice. Retrieved from www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf
- Rose, E., Davidson, A., Agapie, E. & Sobel, K. (2016). Designing our future students: Introducing user experience to teens through a UCD charette. Proceedings of the 34th ACM International Conference on the Design of Communication, 22.
- Sweigart, A. (2012, March 18). “How much math do I need to know to program?” Not that much, actually [Blog]. Retrieved from https://inventwithpython.com/blog/2012/03/18/how-much-math-do-i-need-to-know-to-program-not-that-much-actually/
- Turing, A. (1950). I.—Computing machinery and intelligence. Mind LIX (236), 433–60. doi:10.1093/mind/LIX.236.433
- Vaidyanathan, S. (2017, November 16). Why computer science belongs in every science teacher’s classroom. EdSurge. Retrieved from https://www.edsurge.com/news/2017-11-16-why-computer-science-belongs-in-every-science-teacher-s-classroom
- Vigna, P., & Casey, M. (2016). The age of cryptocurrency: How bitcoin and the blockchain are challenging the global economic order. New York, NY: Picador.
- Wakefi eld, J. (2016). Microsoft chatbot is taught to swear on Twitter. BBC News, 24.
- Weintrop, D., & Wilensky, U. (2015). To block or not to block, that is the question:Students’ perceptions of blocks-based programming. Proceedings of the 14th International Conference on Interaction Design and Children, 199–208. DOI:10.1145/2771839.2771860
- Weintrop, D., & Wilensky, U. (2017). How block-based languages support novices. Journal of Visual Languages and Sentient Systems, 3, 92–100.
- Weintrop, D., Shepherd, D., Francis, P. & Franklin, D. (2017, 9–10 October). Blockly goes to work: Block-based programming for industrial robots. Paper presented at the IEEE Blocks and Beyond Workshop. Retrieved April 23, 2018, from IEEE Xplore. doi: 10.1109/BLOCKS.2017.8120406
- Werner, L.L., Hanks, B., & McDowell, C. (2004). Pair-programming helps female computer science students. Journal on Educational Resources in Computing (JERIC), 4 (1). doi: 10.1145/1060071.1060075
- Wigfi eld, A., & Meece, J.L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210.
- Williams, L. & Upchurch, R. L. (2001). In support of student pair-programming. ACM SIGCSE Bulletin, 33, 327–31. doi: 10.1145/364447.364614
- Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. Retrieved from www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf.
- Wolinsky, H. (2007). I, scientist. EMBO Reports, 8 (8), 720–22.