| 2017 | SIGCSE | Multiple Levels of Abstraction in Algorithmic Problem Solving. | David Ginat, Yoav Blau |
| 2016 | SIGCSE | Demystifying Computing with Magic, part III. | Daniel D. Garcia, David Ginat |
| 2015 | SIGCSE | SOLO Taxonomy for Assessing Novices' Algorithmic Design. | David Ginat, Eti Menashe |
| 2013 | SIGCSE | Demystifying computing with magic, continued. | Daniel D. Garcia, David Ginat |
| 2013 | SIGCSE | Constructive use of errors in teaching CS1. | David Ginat, Ronit Shmallo |
| 2012 | ITiCSE | Pseudo abstract composition: the case of language concatenation. | David Ginat, Ronnie Alankry |
| 2012 | ITiCSE | Fuzzy OOP: expanded and reduced term interpretations. | Ronit Shmallo, Noa Ragonis, David Ginat |
| 2012 | SIGCSE | DeMystifying computing with magic. | Daniel D. Garcia, David Ginat |
| 2010 | SIGCSE | The baffling CS notions of "as-if" and "don't-care". | David Ginat |
| 2009 | ITiCSE | Interleaved pattern composition and scaffolded learning. | David Ginat |
| 2008 | SIGCSE | Learning from wrong and creative algorithm design. | David Ginat |
| 2007 | ITiCSE | Hasty design, futile patching and the elaboration of rigor. | David Ginat |
| 2007 | ITiCSE | Pattern-oriented instruction and its influence on problem decomposition and solution construction. | Orna Muller, David Ginat, Bruria Haberman |
| 2006 | SIGCSE | Reversing: an essential heuristic in program and proof design. | David Ginat, Michal Armoni |
| 2005 | ITiCSE | Is it really an algorithm: the need for explicit discourse. | Bruria Haberman, Haim Averbuch, David Ginat |
| 2005 | SIGCSE | Randomness and probability in the early CS courses. | David Ginat, Richard Anderson, Daniel D. Garcia, Richard Rasala |
| 2004 | ITiCSE | Embedding instructive assertions in program design. | David Ginat |
| 2004 | ITiCSE | Do senior CS students capitalize on recursion? | David Ginat |
| 2004 | ITiCSE | Helipad. | David Ginat |
| 2004 | SIGCSE | "But it looks right!": the bugs students don't see. | David Ginat, Owen L. Astrachan, Daniel D. Garcia, Mark Guzdial |
| 2003 | ITiCSE | The novice programmers' syndrome of design-by-keyword. | David Ginat |
| 2003 | SIGCSE | Transfer to/from computing science education: the case of science education research. | Vicki L. Almstrum, David Ginat, Orit Hazzan, John M. Clement |
| 2003 | SIGCSE | Everything you always wanted to know about game theory: but were afraid to ask. | Daniel D. Garcia, David Ginat, Peter B. Henderson |
| 2003 | SIGCSE | The greedy trap and learning from mistakes. | David Ginat |
| 2002 | ITiCSE | Import and export to/from computing science education: the case of mathematics education research. | Vicki L. Almstrum, David Ginat, Orit Hazzan, Tom Morley |
| 2002 | SIGCSE | On varying perspectives of problem decomposition. | David Ginat |
| 2002 | SIGCSE | Aha! an illuminating perspective. | David Ginat, Daniel D. Garcia, William I. Gasarch |
| 2001 | ITiCSE | Metacognitive awareness utilized for learning control elements in algorithmic problem solving. | David Ginat |
| 2001 | SIGCSE | Misleading intuition in algorithmic problem solving. | David Ginat |
| 2001 | SIGCSE | Colorful illustrations of algorithmic design techniques and problem solving. | David Ginat, Daniel D. Garcia, Owen L. Astrachan, Joseph Bergin |
| 2000 | ITiCSE | Colorful examples for elaborating exploration of regularities in high-school CS1. | David Ginat |
| 1999 | ITiCSE | Distance learning model with local workshop sessions applied to in-service teacher training. | Bruria Haberman, David Ginat |
| 1999 | SIGCSE | Teaching recursion in a procedural environment -- how much should we emphasize the computing model? | David Ginat, Eyal Shifroni |
| 1997 | SIGCSE | Simulation game for teaching communications protocols. | Eyal Shifroni, David Ginat |
| 1996 | SIGCSE | Efficiency of algorithms for programming beginners. | David Ginat |
| 1995 | SIGCSE | Loop invariants and mathematical games. | David Ginat |