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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.
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.
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.
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.
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