Structure and Interpretation of Computer Programs has had a dramatic impact on computer science curricula over the past decade. This long-awaited revision contains changes throughout the text.There are new implementations of most of the major programming systems in the book, including the interpreters and compilers, and the authors have incorporated many small changes that reflect their experience teaching the course at MIT since the first edition was published.A new theme has been introduced that emphasizes the central role played by different approaches to dealing with time in computational models: objects with state, concurrent programming, functional programming and lazy evaluation, and nondeterministic programming. There are new example sections on higher-order procedures in graphics and on applications of stream processing in numerical programming, and many new exercises.In addition, all the programs have been reworked to run in any Scheme implementation that adheres to the IEEE standard.

This This book is open access under a CC BY 4.0 license.This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry.

Six essays by artificial intelligence pioneer Marvin Minsky on how education can foster inventiveness, paired with commentary by Minsky's former colleagues and students. Marvin Minsky was a pioneering researcher in artificial intelligence whose work led to both theoretical and practical advances. His work was motivated not only by technological advancement but also by the desire to understand the workings of our own minds. Minsky's insights about the mind provide fresh perspectives on education and how children learn. This book collects for the first time six essays by Minsky on children, learning, and the potential of computers in school to enrich children's development. In these essays Minsky discusses the shortcomings of conventional education (particularly in mathematics) and considers alternative approaches; reflects on the role of mentors; describes higher-level strategies for thinking across domains; and suggests projects for children to pursue. Each essay is paired with commentary by one of Minsky's former colleagues or students, which identifies Minsky's key ideas and connects his writings to current research. Minsky once observed that in traditional teaching, "instead of promoting inventiveness, we focus on preventing mistakes." These essays offer Minsky's unique insights into how education can foster inventiveness. Commentary by Hal Abelson, Walter Bender, Alan Kay, Margaret Minsky, Brian Silverman, Gary Stager, Mike Travers, Patrick Henry Winston

Logo for the Macintosh teaches the art of programming to first time programmers. It begins with Turtle Geometry, a series of exercises involving both Logo programming and geometric concepts. Later chapters illustrate more advanced topics, such as the famous DOCTOR program with its simulated psychotherapist and an INSTANT program that enables parents and teachers to create a programming environment for preschool children. A chapter is devoted to the topic of object-oriented programming, a key feature of the Object Logo implementation of Logo.Logo for the Macintosh is written primarily for use with Object Logo, a powerful implementation of the Logo language that greatly enhances its speed, capabilities, and overall usability in education and beyond. The book may also be used with other versions of Logo for the Macintosh.Harold Abelson is Professor of Computer Science at the Massachusetts Institute of Technology. He directed the first implementation of Logo for the Apple II, which made Logo widely available on personal computers beginning in 1981. Amanda Abelson, a high-school student, runs a nationwide Internet based multiuser simulation game.

Turtle Geometry presents an innovative program of mathematical discovery that demonstrates how the effective use of personal computers can profoundly change the nature of a student's contact with mathematics. Using this book and a few simple computer programs, students can explore the properties of space by following an imaginary turtle across the screen.The concept of turtle geometry grew out of the Logo Group at MIT. Directed by Seymour Papert, author of Mindstorms, this group has done extensive work with preschool children, high school students and university undergraduates. Harold Abelson is an associate professor in the Department of Electrical Engineering and Computer Science at MIT. Andrea diSessa is an associate professor in the Graduate School of Education, University of California, Berkeley.

Die UEbersetzung der bewahrten Einfuhrung in die Informatik, entstanden am Massachusetts Institute of Technology (MIT), wird seit Jahren erfolgreich in der Lehre eingesetzt. Schritt fur Schritt werden Konstruktion und Abstraktion von Daten und Prozeduren dargestellt. Von der Modularisierung bis zum Problemloesen mit Registermaschinen werden verschiedene Programmierparadigmen entwikckelt und die effektive Handhabung von Komplexitat gezeigt. Als Programmiersprache wird SCHEME verwendet, ein Dialekt von LISP. Alle Programme laufen in jeder dem IEEE-Standard entsprechenden SCHEME-Implementierung.