Michal Armoni

Publication Activity (10 Years)

Years Active: 2004-2023
Publications (10 Years): 22

Top Topics

Computational Science

Computer Science

Science Education

Top Venues

ACM Trans. Comput. Educ.

Publications

Liat Nakar, Michal Armoni
On Teaching Abstraction in Computer Science: Secondary-School Teachers' Perceptions vs. Practices. UKICER (2023)
Mor Friebroon Yesharim, Ronit Ben-Bassat Levy, Michal Armoni
Algorithmic Abstraction in Computer Science Curricula for Primary Schools: The Case of a National Curriculum for 4th Grade. UKICER (2023)
Liat Nakar, Mor Friebroon Yesharim, Michal Armoni
From Modelling to Assessing Algorithmic Abstraction - the Missing Dimension. Koli Calling (2023)
Mor Friebroon Yesharim, Michal Armoni
The Tale of an Intended CS Curriculum for 4th Graders, The Case of Abstraction. ITiCSE (2) (2022)
Liat Nakar, Michal Armoni
Pattern-oriented Instruction and Students' Abstraction Skills. ITiCSE (2) (2022)
David Statter, Michal Armoni
Grade Students. ACM Trans. Comput. Educ. 20 (1) (2020)
Ofra Brandes, Michal Armoni
Towards a Holistic Reservoir of Research-Based PCK Segments of K-12 Computer Science Teachers. ITiCSE (2020)
Michal Armoni
COMPUTING IN SCHOOLS: On the knowledge of CS teachers' educators. Inroads 10 (2) (2019)
Ofra Brandes, Michal Armoni
The Effects of a Professional Development Workshop Focusing on Action Research on the Practice of High-School Computer Science Teachers. WiPSCE (2019)
Ofra Brandes, Michal Armoni
Using Action Research to Distill Research-Based Segments of Pedagogical Content Knowledge of K-12 Computer Science Teachers. ITiCSE (2019)
Michal Armoni
COMPUTING IN SCHOOLS: Why are we teaching this?: strings and beyond. Inroads 10 (1) (2019)
Fatima Kaloti-Hallak, Michal Armoni, Moti Ben-Ari
The Effect of Robotics Activities on Learning the Engineering Design Process. Informatics Educ. 18 (1) (2019)
Michal Armoni
COMPUTING IN SCHOOLS: Training teachers for K-6 computing education. Inroads 9 (3) (2018)
David Statter, Michal Armoni
Learning Abstraction in Computer Science: A Gender Perspective. WiPSCE (2017)
Giora Alexandron, Michal Armoni, Michal Gordon, David Harel
Teaching Scenario-Based Programming: An Additional Paradigm for the High School Computer Science Curriculum, Part 1. Comput. Sci. Eng. 19 (5) (2017)
Michal Armoni
COMPUTING IN SCHOOLS: On teaching problem-solving paradigms in K-12 education. Inroads 8 (4) (2017)
Michal Armoni
COMPUTING IN SCHOOLS: Non-formal education in K-12 CS -: the case of museums. Inroads 8 (3) (2017)
Giora Alexandron, Michal Armoni, Michal Gordon, David Harel
Teaching Scenario-Based Programming: An Additional Paradigm for the High School Computer Science Curriculum, Part 2. Comput. Sci. Eng. 19 (6) (2017)
David Statter, Michal Armoni
Teaching Abstract Thinking in Introduction to Computer Science for 7th Graders. WiPSCE (2016)
Giora Alexandron, Michal Armoni, Michal Gordon, David Harel
Teaching Nondeterminism Through Programming. Informatics Educ. 15 (1) (2016)
Michal Armoni
COMPUTING IN SCHOOLS: High-school software engineering education: personal impressions of an 18-year-old student. Inroads 7 (2) (2016)
Michal Armoni
COMPUTING IN SCHOOLS: Computer science, computational thinking, programming, coding: the anomalies of transitivity in K-12 computer science education. Inroads 7 (4) (2016)
Rivka Taub, Michal Armoni, Esther Bagno, Mordechai Ben-Ari
The effect of computer science on physics learning in a computational science environment. Comput. Educ. 87 (2015)
Michal Armoni
Early Education: What Does Computing Has to Do with it, and in What Ways? WiPSCE (2015)
Michal Armoni
WiPSCE conference, Berlin, November 2014. Inroads 6 (2) (2015)
Fatima Kaloti-Hallak, Michal Armoni, Mordechai Ben-Ari
Students' Attitudes and Motivation During Robotics Activities. WiPSCE (2015)
Peter Hubwieser, Michal Armoni, Michail N. Giannakos
In Memoriam: Roland Mittermeir (1950-2014). ACM Trans. Comput. Educ. 15 (2) (2015)
Peter Hubwieser, Michal Armoni, Michail N. Giannakos
How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions. ACM Trans. Comput. Educ. 15 (2) (2015)
Rivka Taub, Michal Armoni, Mordechai Ben-Ari
Abstraction as a bridging concept between computer science and physics. WiPSCE (2014)
Michal Armoni
Spiral thinking: K-12 computer science education as part of holistic computing education. Inroads 5 (2) (2014)
Peter Hubwieser, Michal Armoni, Michail N. Giannakos, Roland T. Mittermeir
Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools. ACM Trans. Comput. Educ. 14 (2) (2014)
Michal Armoni, Orni Meerbaum-Salant, Mordechai Ben-Ari
From Scratch to "Real" Programming. ACM Trans. Comput. Educ. 14 (4) (2014)
Michal Armoni
Continuity and consistency in computing education: the spectrum from middle school to undergraduate programs. Inroads 5 (4) (2014)
Giora Alexandron, Michal Armoni, Michal Gordon, David Harel
Scenario-based programming: reducing the cognitive load, fostering abstract thinking. ICSE Companion (2014)
Michal Armoni, Judith Gal-Ezer
Early computing education: why? what? when? who? Inroads 5 (4) (2014)
Rivka Taub, Mordechai Ben-Ari, Michal Armoni
The effect of computer science on the learning of computational physics. ITiCSE (2014)
Michal Armoni, Judith Gal-Ezer
High school computer science education paves the way for higher education: the Israeli case. Comput. Sci. Educ. 24 (2-3) (2014)
Giora Alexandron, Michal Armoni, Michal Gordon, David Harel
Scenario-Based Programming, Usability-Oriented Perception. ACM Trans. Comput. Educ. 14 (3) (2014)
Giora Alexandron, Michal Armoni, Michal Gordon, David Harel
On teaching programming with nondeterminism. WiPSCE (2013)
Michal Armoni
Designing a K-12 computing curriculum: the questions. Inroads 4 (2) (2013)
Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari
Learning computer science concepts with Scratch. Comput. Sci. Educ. 23 (3) (2013)
Michal Armoni
Computing K-12 curricular updates: a necessity, or an unjustified effort? Inroads 4 (4) (2013)
Rivka Taub, Michal Armoni, Mordechai Ben-Ari
The Contribution of Computer Science to Learning Computational Physics. ISSEP (2013)
Michal Armoni
Teaching CS in kindergarten: how early can the pipeline begin? Inroads 3 (4) (2012)
Michal Armoni
Social programming communities as a bridge for CS education: a case for the Scratch community. Inroads 3 (2) (2012)
Giora Alexandron, Michal Armoni, Michal Gordon, David Harel
The effect of previous programming experience on the learning of scenario-based programming. Koli Calling (2012)
Rivka Taub, Michal Armoni, Mordechai Ben-Ari
CS Unplugged and Middle-School Students' Views, Attitudes, and Intentions Regarding CS. ACM Trans. Comput. Educ. 12 (2) (2012)
Michal Armoni
The nature of CS in K-12 curricula: the roots of confusion. Inroads 2 (4) (2011)
Peter Hubwieser, Michal Armoni, Torsten Brinda, Valentina Dagiene, Ira Diethelm, Michail N. Giannakos, Maria Knobelsdorf, Johannes Magenheim, Roland T. Mittermeir, Sigrid E. Schubert
Computer science/informatics in secondary education. ITiCSE-WGR (2011)
Michal Armoni
Looking at Secondary Teacher Preparation Through the Lens of Computer Science. ACM Trans. Comput. Educ. 11 (4) (2011)
Giora Alexandron, Michal Armoni, David Harel
Programming with the user in mind. PPIG (2011)
Michal Armoni
CS contests for students: why and how? Inroads 2 (2) (2011)
Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari
Habits of programming in scratch. ITiCSE (2011)
Michal Armoni
On teaching topics in computer science theory - part II: making it possible by using the prism of fundamental ideas. Inroads 1 (4) (2010)
Michal Armoni, Tamar Benaya, David Ginat, Ela Zur
Didactics of Introduction to Computer Science in High School. ISSEP (2010)
Orni Meerbaum-Salant, Michal Armoni, Mordechai Ben-Ari
Learning computer science concepts with scratch. ICER (2010)
Michal Armoni
On teaching topics in computer science theory. Inroads 1 (1) (2010)
Shimon Schocken, Noam Nisan, Michal Armoni
A synthesis course in hardware architecture, compilers, and software engineering. SIGCSE (2009)
Michal Armoni, Mordechai Ben-Ari
The concept of nondeterminism: its development and implications for teaching. ACM SIGCSE Bull. 41 (2) (2009)
Michal Armoni
Reduction in CS: A (Mostly) Quantitative Analysis of Reductive Solutions to Algorithmic Problems. ACM J. Educ. Resour. Comput. 8 (4) (2009)
Rivka Taub, Mordechai Ben-Ari, Michal Armoni
The effect of CS unplugged on middle-school students' views of CS. ITiCSE (2009)
Michal Armoni, David Ginat
Reversing: a fundamental idea in computer science. Comput. Sci. Educ. 18 (3) (2008)
Michal Armoni
Reductive thinking in a quantitative perspective: the case of the algorithm course. ITiCSE (2008)
Michal Armoni, Noa Lewenstein, Mordechai Ben-Ari
Teaching students to think nondeterministically. SIGCSE (2008)
Michal Armoni, Judith Gal-Ezer
Non-determinism: An abstract concept in computer science studies. Comput. Sci. Educ. 17 (4) (2007)
David Ginat, Michal Armoni
Reversing: an essential heuristic in program and proof design. SIGCSE (2006)
Michal Armoni, Judith Gal-Ezer, Orit Hazzan
Reductive thinking in undergraduate CS courses. ITiCSE (2006)
Michal Armoni
On the role of proofs in a course on design and analysis of algorithms. ACM SIGCSE Bull. 38 (4) (2006)
Michal Armoni, Judith Gal-Ezer, Orit Hazzan
Reductive thinking in computer science. Comput. Sci. Educ. 16 (4) (2006)
Michal Armoni, Judith Gal-Ezer
Reduction -- an abstract thinking pattern: the case of the computational models course. SIGCSE (2006)
Michal Armoni, Susan H. Rodger, Moshe Y. Vardi, Rakesh M. Verma
Automata theory: its relevance to computer science students and course contents. SIGCSE (2006)
Michal Armoni, Judith Gal-Ezer
Reductive thinking in undergraduate CS courses. ITiCSE (2005)
Michal Armoni, Judith Gal-Ezer
On the achievements of high school students studying computational models. ITiCSE (2004)
Michal Armoni
Reductive thinking: how to teach it? ITiCSE (2004)