Dr Maria Kallia

  • Research Associate (School of Computing Science)

Biography

Maria Kallia is a research associate within the school of Computing Science (Centre for Computing Science Education) at the University of Glasgow. She has obtained her PhD at the School of Education at King's College London. During her PhD, she investigated threshold concepts, misconceptions, and the affective domain in computer programming at the secondary school level. Maria has also worked as a computer science teacher for six years in Greece. Her previous studies include a Master's in Education at the University of Roehampton, a Master's in Information Systems, and a BSc in Informatics at Athens University of Economics and Business.

Research interests

Main research interests

- pedagogy of computer programming

- cognitive and affective aspects of learning programming

- problem-solving and reasoning

- gender inequalities, students’ aspirations and participation in computer science

- exploring, developing, or altering theories of learning and sociological theories to address issues in computer science education

- interdisciplinary computing education

Publications

List by: Type | Date

Jump to: 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2010
Number of items: 20.

2022

Kallia, M. and Cutts, Q. (2022) Conceptual development in early-years computing education: a grounded cognition and action based conceptual framework. Computer Science Education, (doi: 10.1080/08993408.2022.2140527) (Early Online Publication)

Barr, M. and Kallia, M. (2022) Why students drop computing science: using models of motivation to understand student attrition and retention. In: Koli Calling '22: 22nd Koli Calling International Conference on Computing Education Research (Koli 22), Koli, Finland, 17-20 November 2022, p. 17. ISBN 9781450396165 (doi: 10.1145/3564721.3564733)

Kallia, M. , Cutts, Q. and Looker, N. (2022) When Rhetorical Logic Meets Programming: Collective Argumentative Reasoning in Problem-Solving in Programming. In: ACM Conference on International Computing Education Research 2022 (ICER 2022), Lugano, Switzerland, 7-10 August 2022, pp. 120-134. ISBN 9781450391948 (doi: 10.1145/3501385.3543975)

2021

Morrison, B. B. et al. (2021) Evidence for Teaching Practices that Broaden Participation for Women in Computing. In: 2021 Working Group Reports on Innovation and Technology in Computer Science Education (ITiCSE-WGR '21), 26 Jun - 01 Jul 2021, pp. 57-131. ISBN 9781450392020 (doi: 10.1145/3502870.3506568)

Kallia, M. and Cutts, Q. (2021) Re-Examining Inequalities in Computer Science Participation from a Bourdieusian Sociological Perspective. In: 17th ACM Conference on International Computing Education Research (ICER 2021), 16-19 Aug 2021, pp. 379-392. ISBN 9781450383264 (doi: 10.1145/3446871.3469763)

van Borkulo, S.P., Kallia, M. , Drijvers, P., Barendsen, E. and Tolboom, J. (2021) Computational Practices in Mathematics Education: Experts’ Opinion. In: 14th International Congress on Mathematical Education, Shanghai, China, 11-18 Jul 2021,

Kallia, M. , van Borkulo, S. P., Drijvers, P., Barendsen, E. and Tolboom, J. (2021) Characterising computational thinking in mathematics education: a literature-informed Delphi study. Research in Mathematics Education, 23(2), pp. 159-187. (doi: 10.1080/14794802.2020.1852104)

Kallia, M. and Sentance, S. (2021) Threshold concepts, conceptions and skills: teachers' experiences with students' engagement in functions. Journal of Computer Assisted Learning, 37(2), pp. 411-428. (doi: 10.1111/jcal.12498)

Brown, N. C.C., Cutts, Q. , Kallia, M. , Maguire, J. , McNeill, F. and Porter, L. (2021) Supporting Computing Educators to Create a Cycle of Teaching and Computing Education Research. In: United Kingdom and Ireland Computing Education Research (UKICER) conference 2021, Glasgow, United Kingdom, 2-3 September 2021, ISBN 9781450385688 (doi: 10.1145/3481282.3483527)

2020

Weeda, R., Izu, C., Kallia, M. and Barendsen, E. (2020) Towards an Assessment Rubric for EiPE Tasks in Secondary Education: Identifying Quality Indicators and Descriptors. In: 20th Koli Calling International Conference on Computing Education Research (Koli Calling '20), 19-22 Nov 2020, p. 30. ISBN 9781450389211 (doi: 10.1145/3428029.3428031)

2019

van Borkulo, S. P., Kallia, M. , Drijvers, P., Barendsen, E. and Tolboom, J. (2019) Computational Thinking and Mathematical Thinking: Digital Literacy in Mathematics Curricula. In: 14th International Conference on Technology in Mathematics Teaching (ICTMT 14), Essen, Germany, 22-25 Jul 2019, pp. 383-385. (doi: 10.17185/duepublico/70781)

Kallia, M. and Sentance, S. (2019) Learning to Use Functions: the Relationship Between Misconceptions and Self-Efficacy. In: SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, 27 Feb - 02 Mar 2019, pp. 752-758. ISBN 9781450358903 (doi: 10.1145/3287324.3287377)

Sentance, S., Waite, J. and Kallia, M. (2019) Teachers' Experiences of Using PRIMM to Teach Programming in School. In: SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, 27 Feb - 02 Mar 2019, pp. 476-482. ISBN 9781450358903 (doi: 10.1145/3287324.3287477)

Sentance, S., Waite, J. and Kallia, M. (2019) Teaching computer programming with PRIMM: a sociocultural perspective. Computer Science Education, 29(2-3), pp. 136-176. (doi: 10.1080/08993408.2019.1608781)

2018

Kallia, M. and Sentance, S. (2018) Are Boys More Confident Than Girls? The Role of Calibration and Students' Self-Efficacy in Programming Tasks and Computer Science. In: 13th Workshop in Primary and Secondary Computing Education (WiPSCE '18), Potsdam, Germany, 04-06 Oct 2018, p. 16. ISBN 9781450365888 (doi: 10.1145/3265757.3265773)

Sentance, S., Selby, C. and Kallia, M. (2018) Assessment in the computing classroom. In: Sentance, S., Barendsen, E. and Schulte, C. (eds.) Computer Science Education: Perspectives on Teaching and Learning in School. Bloomsbury Academic: London, pp. 151-166. ISBN 9781350057111

2017

Kallia, M. and Sentance, S. (2017) Computing Teachers' Perspectives on Threshold Concepts: Functions and Procedural Abstraction. In: 12th Workshop on Primary and Secondary Computing Education (WiPSCE '17), Nijmegen, The Netherlands, 08-10 Nov 2017, pp. 15-24. ISBN 9781450354288 (doi: 10.1145/3137065.3137085)

Kallia, M. (2017) Assessment in Computer Science Courses: a Literature Review. Project Report. Royal Society, London.

Psycharis, S. and Kallia, M. (2017) The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), pp. 583-602. (doi: 10.1007/s11251-017-9421-5)

2010

Papadakis, M., Malevris, N. and Kallia, M. (2010) Towards Automating the Generation of Mutation Tests. In: 5th Workshop on Automation of Software Test (AST '10), Cape Town, South Africa, 03-04 May 2010, pp. 111-118. ISBN 9781605589701 (doi: 10.1145/1808266.1808283)

This list was generated on Fri Mar 31 19:07:18 2023 BST.
Jump to: Articles | Book Sections | Research Reports or Papers | Conference Proceedings
Number of items: 20.

Articles

Kallia, M. and Cutts, Q. (2022) Conceptual development in early-years computing education: a grounded cognition and action based conceptual framework. Computer Science Education, (doi: 10.1080/08993408.2022.2140527) (Early Online Publication)

Kallia, M. , van Borkulo, S. P., Drijvers, P., Barendsen, E. and Tolboom, J. (2021) Characterising computational thinking in mathematics education: a literature-informed Delphi study. Research in Mathematics Education, 23(2), pp. 159-187. (doi: 10.1080/14794802.2020.1852104)

Kallia, M. and Sentance, S. (2021) Threshold concepts, conceptions and skills: teachers' experiences with students' engagement in functions. Journal of Computer Assisted Learning, 37(2), pp. 411-428. (doi: 10.1111/jcal.12498)

Sentance, S., Waite, J. and Kallia, M. (2019) Teaching computer programming with PRIMM: a sociocultural perspective. Computer Science Education, 29(2-3), pp. 136-176. (doi: 10.1080/08993408.2019.1608781)

Psycharis, S. and Kallia, M. (2017) The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), pp. 583-602. (doi: 10.1007/s11251-017-9421-5)

Book Sections

Sentance, S., Selby, C. and Kallia, M. (2018) Assessment in the computing classroom. In: Sentance, S., Barendsen, E. and Schulte, C. (eds.) Computer Science Education: Perspectives on Teaching and Learning in School. Bloomsbury Academic: London, pp. 151-166. ISBN 9781350057111

Research Reports or Papers

Kallia, M. (2017) Assessment in Computer Science Courses: a Literature Review. Project Report. Royal Society, London.

Conference Proceedings

Barr, M. and Kallia, M. (2022) Why students drop computing science: using models of motivation to understand student attrition and retention. In: Koli Calling '22: 22nd Koli Calling International Conference on Computing Education Research (Koli 22), Koli, Finland, 17-20 November 2022, p. 17. ISBN 9781450396165 (doi: 10.1145/3564721.3564733)

Kallia, M. , Cutts, Q. and Looker, N. (2022) When Rhetorical Logic Meets Programming: Collective Argumentative Reasoning in Problem-Solving in Programming. In: ACM Conference on International Computing Education Research 2022 (ICER 2022), Lugano, Switzerland, 7-10 August 2022, pp. 120-134. ISBN 9781450391948 (doi: 10.1145/3501385.3543975)

Morrison, B. B. et al. (2021) Evidence for Teaching Practices that Broaden Participation for Women in Computing. In: 2021 Working Group Reports on Innovation and Technology in Computer Science Education (ITiCSE-WGR '21), 26 Jun - 01 Jul 2021, pp. 57-131. ISBN 9781450392020 (doi: 10.1145/3502870.3506568)

Kallia, M. and Cutts, Q. (2021) Re-Examining Inequalities in Computer Science Participation from a Bourdieusian Sociological Perspective. In: 17th ACM Conference on International Computing Education Research (ICER 2021), 16-19 Aug 2021, pp. 379-392. ISBN 9781450383264 (doi: 10.1145/3446871.3469763)

van Borkulo, S.P., Kallia, M. , Drijvers, P., Barendsen, E. and Tolboom, J. (2021) Computational Practices in Mathematics Education: Experts’ Opinion. In: 14th International Congress on Mathematical Education, Shanghai, China, 11-18 Jul 2021,

Brown, N. C.C., Cutts, Q. , Kallia, M. , Maguire, J. , McNeill, F. and Porter, L. (2021) Supporting Computing Educators to Create a Cycle of Teaching and Computing Education Research. In: United Kingdom and Ireland Computing Education Research (UKICER) conference 2021, Glasgow, United Kingdom, 2-3 September 2021, ISBN 9781450385688 (doi: 10.1145/3481282.3483527)

Weeda, R., Izu, C., Kallia, M. and Barendsen, E. (2020) Towards an Assessment Rubric for EiPE Tasks in Secondary Education: Identifying Quality Indicators and Descriptors. In: 20th Koli Calling International Conference on Computing Education Research (Koli Calling '20), 19-22 Nov 2020, p. 30. ISBN 9781450389211 (doi: 10.1145/3428029.3428031)

van Borkulo, S. P., Kallia, M. , Drijvers, P., Barendsen, E. and Tolboom, J. (2019) Computational Thinking and Mathematical Thinking: Digital Literacy in Mathematics Curricula. In: 14th International Conference on Technology in Mathematics Teaching (ICTMT 14), Essen, Germany, 22-25 Jul 2019, pp. 383-385. (doi: 10.17185/duepublico/70781)

Kallia, M. and Sentance, S. (2019) Learning to Use Functions: the Relationship Between Misconceptions and Self-Efficacy. In: SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, 27 Feb - 02 Mar 2019, pp. 752-758. ISBN 9781450358903 (doi: 10.1145/3287324.3287377)

Sentance, S., Waite, J. and Kallia, M. (2019) Teachers' Experiences of Using PRIMM to Teach Programming in School. In: SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education, Minneapolis, MN, USA, 27 Feb - 02 Mar 2019, pp. 476-482. ISBN 9781450358903 (doi: 10.1145/3287324.3287477)

Kallia, M. and Sentance, S. (2018) Are Boys More Confident Than Girls? The Role of Calibration and Students' Self-Efficacy in Programming Tasks and Computer Science. In: 13th Workshop in Primary and Secondary Computing Education (WiPSCE '18), Potsdam, Germany, 04-06 Oct 2018, p. 16. ISBN 9781450365888 (doi: 10.1145/3265757.3265773)

Kallia, M. and Sentance, S. (2017) Computing Teachers' Perspectives on Threshold Concepts: Functions and Procedural Abstraction. In: 12th Workshop on Primary and Secondary Computing Education (WiPSCE '17), Nijmegen, The Netherlands, 08-10 Nov 2017, pp. 15-24. ISBN 9781450354288 (doi: 10.1145/3137065.3137085)

Papadakis, M., Malevris, N. and Kallia, M. (2010) Towards Automating the Generation of Mutation Tests. In: 5th Workshop on Automation of Software Test (AST '10), Cape Town, South Africa, 03-04 May 2010, pp. 111-118. ISBN 9781605589701 (doi: 10.1145/1808266.1808283)

This list was generated on Fri Mar 31 19:07:18 2023 BST.

Grants

1. Postdoctoral and Early Career Researcher Exchange (PECE). Scottish Informatics & Computer Science Alliance (SICSA). May 2022 - July 2022. Maria Kallia.

2. CPHC Special Project Grants. Council of Professors and Heads of Computing. June 2022 - April 2023. Maria Kallia.

Supervision

  • Alharbi, Noha Abdulkhalig M
    Assessing the feasibility and impact of introducing the Scottish Computer Science Curriculum in primary schools at Saudi Arabia with reference to its adoption in Scottish primary schools
  • Gerosa Barboza, Anaclara
    Embedded learning to promote computer science concept acquisition in young children
  • Looker, Nicola
    A pedagogical framework for teaching computer programming: A social constructivist and cognitive load theory approach
  • Sollazzo, Anna Teresa
    Creating a Procedural Literacy Focused Framework for Humanistic Computing Education

Additional information

Awards: 

- Best paper award: ICER 2021

- Honorable Mention: ICER 2022

Other Roles

University Role: Research Students Committee (RSC) 

PC Member: ICER 2022, WiPSCE 2020, 2021, 2022, SiGSCE 2019, 2020, 2021

Journal Reviewer: Computers and Human Behaviour (Elsevier), Computer Science Education (Taylor and Francis), Computers and Education (Elsevier)

 

 


Research Projects

1. Grounded Cognition in Computing Education

Maria is investigating the role of Grounded Cognition in conceptual development in computing. Together with Anaclara Gerosa, a PhD student, they aim to design learning trajectories for promoting computer science concept acquisition in the early years of computing education based on Grounded Cognition theorisations.

2. Argumentative Reasoning in Programming

Maria is investigating the role of argumentative reasoning in problem-solving in programming. The project is based on theories of argumentation and rhetoric and aims to develop a pedagogical framework that incorporates argumentative reasoning in the core of classroom and peer to peer interactions and discourse in computer programming courses. 

3. Intrinsic Value of Computer Programming

Maria is investigating the intrinsic value of computer programming and the practices that academics employ to communicate it to first-year undergraduate students. The project aims to develop a framework that describes how learning experiences could be designed to communicate these values to undergraduate students as a means to enhance students’ motivation, interest, and computing identity. 

4. Computer Science Participation

Maria is investigating the factors that influence CS participation from a sociological point of view. The overall aim of the project is to broaden CS participation and tackle inequalities at all levels of education.