TY  - BOOK
AU  - Dean,C.Neville
AU  - Boute,Raymond T.
ED  - SpringerLink (Online service)
TI  - Teaching Formal Methods: CoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings 
T2  - Lecture Notes in Computer Science,
SN  - 9783540304722
AV  - QA76.758 
U1  - 005.1 23
PY  - 2004///
CY  - Berlin, Heidelberg
PB  - Springer Berlin Heidelberg
KW  - Computer science
KW  - Software engineering
KW  - Data structures (Computer science)
KW  - Logic design
KW  - Education
KW  - Computer Science
KW  - Software Engineering
KW  - Computers and Education
KW  - Logics and Meanings of Programs
KW  - Mathematical Logic and Formal Languages
KW  - Data Structures
N1  - A Beginner’s Course on Reasoning About Imperative Programs -- Designing Algorithms in High School Mathematics -- Motivating Study of Formal Methods in the Classroom -- Formal Systems, Not Methods -- A Practice-Oriented Course on the Principles of Computation, Programming, and System Design and Analysis -- Teaching How to Derive Correct Concurrent Programs from State-Based Specifications and Code Patterns -- Specification-Driven Design with Eiffel and Agents for Teaching Lightweight Formal Methods -- Integrating Formal Specification and Software Verification and Validation -- Distributed Teaching of Formal Methods -- An Undergraduate Course on Protocol Engineering – How to Teach Formal Methods Without Scaring Students -- Linking Paradigms, Semi-formal and Formal Notations -- Teaching Formal Methods in Context -- Embedding Formal Development in Software Engineering -- Advertising Formal Methods and Organizing Their Teaching: Yes, but ... -- Retrospect and Prospect of Formal Methods Education in China -- A Survey of Formal Methods Courses in European Higher Education
N2  - “Professional engineers can often be distinguished from other designers by the engineers’ ability to use mathematical models to describe and 1 analyze their products.” This observation by Parnas describes the de facto professional standards in all classical engineering disciplines (civil, mechanical, electrical, etc.). Unf- tunately, it is in sharp contrast with current (industrial) practice in software design, where mathematical models are hardly used at all, even by those who, 2 in Holloway’s words “aspire to be engineers.” The rare exceptions are certain critical applications, where mathematical techniques are used under the general name formal methods. Yet,thesamecharacteristicsthatmakeformalmethodsanecessityincritical applicationsmakethemalsoadvantageousineverydaysoftwaredesignatvarious levels from design e?ciency to software quality. Why, then, is education failing with respect to formal methods? – failing to convince students, academics and practitioners alike that formal methods are truly pragmatic; – failing to overcome a phobia of formality and mathematics; – failing to provide students with the basic skills and understanding required toadoptamoremathematicalandlogicalapproachtosoftwaredevelopment. Until education takes these failings seriously, formal methods will be an obscure byway in software engineering, which in turn will remain severely impoverished as a result
UR  - http://dx.doi.org/10.1007/b102075
ER  -