Background on genetic algorithms, LISP, and genetic programming hierarchical problem-solving introduction to automatically-defined functions - the two-boxes problem problems that straddle the breakeven point for computational effort Boolean parity functions determining the architecture of the program the lawnmower problem the bumblebee problem the increasing benefits of ADFs as problems are scaled up finding an impulse response function artificial ant on the San Mateo trail obstacle-avoiding robot the minesweeper problem automatic discovery of detectors for letter recognition flushes and four-of-a-kinds in a pinochle deck introduction to biochemistry and molecular biology prediction of transmembrane domains in proteins prediction of omega loops in proteins lookahead version of the transmembrane problem evolutionary selection of the architecture of the program evolution of primitives and sufficiency evolutionary selection of terminals evolution of closure simultaneous evolution of architecture, primitive functions, terminals, sufficiency, and closure the role of representation and the lens effect Appendices: list of special symbols list of special functions list of type fonts default parameters computer implementation annotated bibliography of genetic programming electronic mailing list and public repository

Genetic Programming: On the Programming of Computers by Means of Natural Selection

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

"Digital fluency" should mean designing, creating, and remixing, not just browsing, chatting, and interacting.

Scratch: programming for all

Part 1 Foundations: introduction the era of decentralization. Part 2 Constructions: constructionism LEGO/logo StarLogo objects and parallelism. Part 3 Explorations: simulations and stimulations slime mould artificial ants traffic jams termites turtles and frogs turtle ecology new turtle geometry forest fire recursive trees. Part 4 Reflections: the centralized mindset beyond the centralized mindset. Part 5 Projections: growing up. Appendices: student participants StarLogo overview.

Turtles, Termites, and Traffic Jams: Explorations in Massively Parallel Microworlds

Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the Scratch programming language and environment support this goal.

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The Scratch Programming Language and Environment

Contents: Y.B. Kafai, M. Resnick, Introduction. Part I:Perspectives in Constructionism. S. Papert, A Word for Learning. E. Ackermann, Perspective-Taking and Object Construction: Two Keys to Learning. A.A. Brandes, Elementary School Children's Images of Science. Part II:Learning Through Design. Y.B. Kafai, Learning Design by Making Games: Children's Development of Design Strategies in the Creation of a Complex Computational Artifact. Y.B. Kafai, Electronic Play Worlds: Gender Differences in Children's Constructions of Video Games. G. Gargarian, The Art of Design. R. Sargent, M. Resnick, F. Martin, B. Silverman, Building and Learning with Programmable Bricks. Part III:Learning in Communities. A. Shaw, Social Constructionism and the Inner City: Designing Environments for Social Development and Urban Renewal. A. Bruckman, M. Resnick, The MediaMOO Project: Constructionism and Professional Community. M. Evard, A Community of Designers: Learning Through Exchanging Questions and Answers. P.K. Hooper, "They Have Their Own Thoughts": A Story of Constructionist Learning in an Alternative African-Centered Community School. Part IV:Learning About Systems. M. Resnick, New Paradigms for Computing, New Paradigms for Thinking. U. Wilensky, Making Sense of Probability Through Paradox and Programming: A Case Study in a Connected Mathematics Framework. F.G. Martin, Ideal and Real Systems: A Study of Notions of Control in Undergraduates Who Design Robots.

Constructionism in Practice: Designing, Thinking, and Learning in A Digital World

The concept of emergent "levels" (i.e., levels that arise from interactions of objects at lower levels) is fundamental to scientific theory. In this paper, we argue for an expanded role for this concept of levels in science education. We show confusion of levels (and "slippage" between levels) as the source of many of people's deep misunderstandings about patterns and phenomena in the world. These misunderstandings are evidenced not only in students' difficulties in the formal study of science but also in their misconceptions about experiences in their everyday lives. The StarLogo modeling language is designed as a medium for students to build models of multi-leveled phenomena and through these constructions explore the concept of levels. We describe several case studies of students working in StarLogo. The cases illustrate students' difficulties with the concept of levels, and how they can begin to develop richer understandings.

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Mitchel Resnick

Papers

Scratch: programming for all

Turtles, Termites, and Traffic Jams: Explorations in Massively Parallel Microworlds

The Scratch Programming Language and Environment

Constructionism in Practice: Designing, Thinking, and Learning in A Digital World

Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World