Harold Abelson – författare

A new version of the classic and widely used text adapted for the JavaScript programming language.Since the publication of its first edition in 1984 and its second edition in 1996, Structure and Interpretation of Computer Programs (SICP) has influenced computer science curricula around the world. Widely adopted as a textbook, the book has its origins in a popular entry-level computer science course taught by Harold Abelson and Gerald Jay Sussman at MIT. SICP introduces the reader to central ideas of computation by establishing a series of mental models for computation. Earlier editions used the programming language Scheme in their program examples. This new version of the second edition has been adapted for JavaScript. The first three chapters of SICP cover programming concepts that are common to all modern high-level programming languages. Chapters four and five, which used Scheme to formulate language processors for Scheme, required significant revision. Chapter four offers new material, in particular an introduction to the notion of program parsing. The evaluator and compiler in chapter five introduce a subtle stack discipline to support return statements (a prominent feature of statement-oriented languages) without sacrificing tail recursion. The JavaScript programs included in the book run in any implementation of the language that complies with the ECMAScript 2020 specification, using the JavaScript package sicp provided by the MIT Press website.

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.

An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula.In today’s digital society, computational thinking (CT) is a critical component of all children’s education. In Computational Thinking Curricula in K–12, editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and educational researchers. The essays cover twelve countries and regions across three continents: Australia, China, Finland, Hong Kong, India, Israel, New Zealand, Singapore, South Korea, Spain, Taiwan, and the United Kingdom, with a particular emphasis on Asia.A companion to the editors’ earlier Computational Thinking Education in K–12, this book consists of two sections: 1) educational policy and curriculum development and 2) school implementation and classroom practice. The authors delve into issues of regional history; governmental planning; official initiatives; leadership commitment; curriculum design; pedagogical implementation; equity, diversity, and inclusion; assessment, including longitudinal assessment across age groups; formal and informal learning approaches to CT; and teacher development. Specific topics include core competencies and CT education, robotics education and CT, AI and CT, and game-based platforms for computational problem-solving. The varying ways that CT is being integrated into the early grades, in particular, presents an interesting case study in international comparative education.

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

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

Diese moderne Einführung in die Informatik ist am renommierten Massachusetts Institute of Technology entstanden und repräsentiert den dortigen Ausbildungsstandard für Studenten der Informatik und der Elektrotechnik. Das ganzheitliche Verständnis der Informatik unter Einbeziehung der Künstlichen Intelligenz, das in diesem Buch vermittelt wird, hat es weltweit zu einer beliebten Grundlage für die Einführungsvorlesung gemacht. Zur Notation der Programme wird Scheme verwendet, ein Dialekt der Programmiersprache Lisp, der die Leistungsfähigkeit und die Eleganz von Lisp und Algol verbindet. Die Besonderheit dieser einführenden Vorlesung beruht auf zwei Grundüberzeugungen: 1. Eine Computersprache ist nicht einfach ein Weg, einen Computer zur Ausführung von Operationen zu bewegen, sondern vielmehr ein neuartiges Medium, um Vorstellungen über Verfahrensweisen auszudrücken. So müssen Programme geschrieben werden, damit Menschen sie lesen und modifizieren, und nur in zweiter Linie, damit Maschinen sie ausführen können. 2. Das Wesentliche bei einer Vorlesung auf diesem Niveau ist weder die Syntax von speziellen Sprachkonstruktionen, noch sind es raffinierte Algorithmen zur effizienten Berechnung bestimmter Funktionen oder gar die mathematische Analyse von Algorithmen oder die Grundlagen der Informatik, sondern vielmehr die Techniken, mit denen die geistige Komplexität großer Softwaresysteme unter Kontrolle gehalten werden kann.

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.