2010:
Ph.D. Erziehungswissenschaften (Universität von Amsterdam, die Niederlande)
2003:
M.Sc. Klinische Entwicklungspsychologie (Universität von Amsterdam, die Niederlande)
Berufsbiografie
2019:
Leiterin Forschungsprofessur, Institut für Medien und Schule, PHSZ
2018-2021:
Visiting Researcher, Professur für Lehr und Lernforschung, ETH Zurich
2018:
Honorary Senior Research Fellow, Department of Cognitive Science, Macquarie University, Australia
2018-2018:
Senior Research Fellow CCD Reading Program, ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, Australia
2012-2017:
Research Fellow CCD Reading Program, ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, Australia
2010-2011:
Post-doctoral Research Fellow, Macquarie Centre for Cognitive Science (MACCS), Macquarie University, Australia
2007-2007:
Visiting Researcher, Department of Experimental Psychology, Oxford University, UK
2004-2010:
Graduate Teaching Assistant, Department of Educational Sciences, University of Amsterdam, The Netherlands
2004-2004:
Schulpsychologe, ABC, die Niederlande
Mitgliedschaften
2021:
ACM Association for Computing Machinery
Auszeichnungen
2021-2024:
Swissuniversities. P-8 Digital Skills in der Lehre "Gestaltung digitaler Lernumgebungen zur Stärkung der Kooperation und Selbstorganisation im Studium" Marinus, E., Arnet, I., Rimmele, S. & Knecht, D. (68'000 CHF)
2020-2024:
NFP77 Digital Transformation “Towards better understanding of computer-science concept knowledge and computer-science misconceptions in children.” Marinus, E., Döbeli Honegger, B, Hielscher, M., Edelsbrunner, P. (670'694 CHF)
2018-2020:
Joint PhD Project with University of Groningen "Natural versus programming language: Similarities and differences in underlying cognitive processes." Tops, W., Bastiaanse, R., Nickels, L., & Marinus, E. ($84,910)
2016-2017:
ARC CCD Cross Program Support Scheme "Building a cognitive model of coding: The link between coding ability and syntactic skills." Marinus, E., Powell, Z., Thornton, R., McArthur, G., & Crain, S. ($21,573)
Publikationen
Brown, N.C.C., Marinus, E., Hubbard Cheuoua, A. (2022). Launching registered report replications in Computer Science Education research. Proceedings of ACM International Computing Education Research (ICER) conference, 309–322. DOI: 10.1145/3501385.3543971
Brown, N.C.C., Hubbard Cheuoua, A. & Marinus, E. (2022). Guest editorial, Computer Science Education, 32:3, 283-287, DOI: 10.1080/08993408.2022.2090114
Hermida, M., Schrackmann, I, Imlig-Iten, N., & Marinus E. (2022). Assessing and priming pre-service teachers’ attitudes about online privacy and their protection strategies for social networks, email and cloud storage, Teaching Education. DOI: 10.1080/10476210.2022.2106963
Hartmann, M., Edelsbrunner, P., Hielscher, M., Paparo, G., Döbeli Honegger, B., Marinus, E.. (2022). Programming Concepts and Misconceptions in Grade 5 and 6 Children: Developing and testing a new assessment tool. In the proceedings of the 5th Conference on disciplinary teaching, 328-333.
Marinus, E., Hielscher, M. & Döbeli Honegger, B. (2022). Assessing computer program reading comprehension skill in pre-service teachers: The development and piloting of a screening instrument in Scratch. In the proceedings of the 5th Conference on disciplinary teaching, 410-415.
Meier, R., Hermida, M., Schrackmann, I, Imlig-Iten, N. & Marinus, E. (2022). Welche schützenswerten Daten teilen Fünftklässler mit wem? Fremdeinschätzung angehender Lehrpersonen, Selbsteinschätzung von Schülerinnen und Schülern und fachdidaktische Konsequenzen. In the proceedings of the 5th Conference on disciplinary teaching, 423-430.
Graafsma, I.L., Marinus, E., Robidoux, S., Nickels, L., & Caruana, N. (2022). No evidence that autistic traits predict programming learning outcomes. Computers in Human Behavior Reports, 7. DOI: 10.1016/j.chbr.2022.100215
Marinus, E., Torppa, M., Hautala, J. & Aro, M. (2021). Spelling in Finnish: the case of the double consonant. Reading and Writing. https://doi.org/10.1007/s11145-021-10217-7
Li, L., Marinus, E., Castles, A., & Wang, H. C. (2021). Oral vocabulary affects children’s orthographic learning in Chinese. Reading and Writing. DOI: 10.1007/s11145-021-10121-0
Li, L., Marinus, E., Castles, A., Hsieh, M. L., & Wang, H. C. (2020). Semantic and phonological decoding in children’s orthographic learning in Chinese. Scientific Studies of Reading. DOI: 10.1080/10888438.2020.1781863
Schmalz, X., Robidoux, S., Castles, A. & Marinus, E (2020). Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers. Ann. of Dyslexia 70, 180–199. https://doi.org/10.1007/s11881-019-00189-3
Deacon, S. H., Pasquarella, A., Marinus, E., Tims, T., & Castles, A. (2019). Orthographic processing and children's word reading. Applied Psycholinguistics, 40(2), 509-534.
Marinus, E., Powell, Z., Thornton, R., McArthur, G., & Crain, S. (2018). Unravelling the cognition of coding in 3-to-6-year olds. In Proceedings of ACM International Computing Education Research (ICER) conference, Espoo, Finland, August 2018 (ICER), 9 pages.
Mcarthur, G., Sheehan, Y., Badcock, N. A., Francis, D. A., Wang, H. C., Kohnen, S., Banales, E., Anandakumar, T., Marinus, E. & Castles, A. (2018). Phonics training for English-speaking poor readers. Cochrane Database of Systematic Reviews, 11, p. 1-139.
Pritchard, S.C., Coltheart, M., Marinus, E., & Castles, A. (2018). A computational model of the self-teaching hypothesis based on the dual-route cascaded model for reading. Cognitive Science, 42, 722-770.
Marinus, E., Kezilas, Y, Kohnen, S., & Castles, A. (2018). Who are the noisiest neighbours in the hood? Comparing the effects of higher-frequency transposition and substitution neighbour words. Journal of Experimental Psychology: Learning, Memory and Cognition, 44, 1384-1396. DOI: 10.1037/xlm0000524
Li, L., Wang, H.-C., Castles, A., & Marinus, E. (2018). How children learn to read in Chinese: Examining the role of phonological decoding in Chinese orthographic learning. Cognition, 176, 184-194.
Vorträge
Marinus, E, (2022, July). Does programming improve cognitive skills? Presentation at the Dagstuhl Seminar on Educational programming languages and systems, Wadern, Germany.
Marinus, E. (2022, June). Computer Science concepts in children. Presentation at the NFP77 "Digital Transformation" Progress Report event, Basel, Switzerland.
Marinus, E & Döbeli Honegger, B. (2022, Februar). Survival Guide für Fachdidaktik MINT in der Primarschule. Invited presentation for the course “Bildung von Wissen” in the teacher training department at ETH Zürich, Switzerland.
Marinus, E. (2021, Oktober). Computer Science concepts in children. Presentation at the NFP77 "Digital Transformation" Progress Report event, Bern, Switzerland.
Marinus, E. (2021, September). Computational Thinking: Conceptual and methodological challenges. Keynote presented at the Catrobat Computational Thinking Conference, Graz, Austria (Online event).
Babari, P. & Marinus E. (2021, September). Eine Literaturstudie zu Internetvorstellungen von Kindern und Jügendlichen. Presentation at the Forschungskolloquim at PHSZ, Goldau, Switzerland (Online event).
Marinus, E., Babari, P., Hartmann, M., Edelsbrunner, P., Hielscher, M. & Döbeli Honegger, B. (2021, August). KIPKO: Kinder Informatik und ProgrammierKonzepte. Poster presented at the Rigi Tagung, Rigi Kaltbad, Switzerland.
Marinus, E., Hermida, M., Imlig-Iten, N, & Schrackmann (2021, April). Einstellungen von PHSZ Studierenden zum Thema Online-Privatsphäre und ihre Schutzstrategien. Presentation at the Forschungskolloquim at PHSZ, Goldau, Switzerland (Online event).
Marinus, E. (2020, September). Computer Science concepts and their misconceptions in primary school children. Presentation at the NFP77 "Digital Transformation" Kickoff event, Bern, Switzerland (Online event).
Marinus, E., Hielscher, M., & Döbeli-Honegger, B. (2020, April). Verbindung von Forschung und Lehre an der PHSZ: Ein erster Versuch zur Entwicklung eines Programmierkompetenzmessinstruments für Studierende. Presentation at the Forschungskolloquim at PHSZ, Goldau, Switzerland (Online event).
Graafsma, I., Robidoux, S., Roberts, M., Polito, V., Nickels, L., Zhu, J. & Marinus, E. (2019, April). Which cognitive skills predict success in an undergraduate programming course? Paper presented at the 46th Annual Australasian Experimental Psychology Conference (EPC), Wellington, New-Zealand.
Marinus, E. (2019, March). Which skills are important for programming? Invited talk at the Opening of the Programming Education Research Lab at the Computer Science Institute at Leiden University, the Netherlands.
Marinus, E. (2018, November). Challenges in spelling acquisition. Invited presentation at the University of Jyväskylä, Finland.
Marinus, E. (2018, October). Assessing programming in 3-6-year olds: The development of the CODE-3-6 test. Invited presentation at the Computer Science Department, Delft
University, the Netherlands.
Marinus, E., Meijboom, I., Segers, E., & McArthur, G. (2018, July). Explaining the relation between surface dyslexia and poor arithmetic performance. Paper presented at the 25th Annual Meeting of the Society for the Scientific Study of Reading (SSSR), Brighton, UK.
Marinus, E., Powell, Z., Thornton, R., McArthur G. & Crain, S. (2018, June). Cognition of coding in 3-to-6-year olds: The relationship between programming ability and compiling of syntax in natural language. Colloquium at the Computer Science Department, ETH, Switzerland.
