Statecharts: A visual formalism for complex systems
Science of Computer Programming
Software requirements & specifications: a lexicon of practice, principles and prejudices
Software requirements & specifications: a lexicon of practice, principles and prejudices
Concurrency: state models & Java programs
Concurrency: state models & Java programs
Flow Analysis of Computer Programs
Flow Analysis of Computer Programs
Modeling Reactive Systems with Statecharts: The Statemate Approach
Modeling Reactive Systems with Statecharts: The Statemate Approach
Design Specification in Japan: Tree-Structured Charts
IEEE Software
Development of computer programs by problem analysis Diagram(PAD)
ICSE '81 Proceedings of the 5th international conference on Software engineering
How Modeling Methods Affect the Process of Architectural Design Decisions: A Comparative Study
IWSSD '96 Proceedings of the 8th International Workshop on Software Specification and Design
Energizing Software Engineering Education through Real-World Projects as Experimental Studies
CSEET '02 Proceedings of the 15th Conference on Software Engineering Education and Training
Teaching Software Engineering in a Compiler Project Course
Journal on Educational Resources in Computing (JERIC)
Flowchart techniques for structured programming
ACM SIGPLAN Notices
Hi-index | 0.00 |
Software modeling plays an important role in software engineering education. There are a variety of modeling techniques; some are intuitive and quite accessible to novices, while some are highly sophisticated and attract theory oriented students and researchers. Thus, educators have freedom in selecting appropriate models in accordance with the level and the disposition of students. In this chapter, we show that teaching multiple software modeling techniques from a unified viewpoint is a good way of obtaining balance between the scientific aspect and the practical aspect of software engineering education. At the same time, it is pedagogical to let students notice the difference between different models. Some models, particularly when illustrated as diagrams, look quite similar but such similarity is often misleading. It is emphasized in this chapter that explicitly teaching differences between models is also very important.