| 1. |
- Eriksson, Owen, et al.
(författare)
-
Ptolemaic Metamodelling?: The Need for a Paradigm Shift
- 2013
-
Ingår i: Progressions and Innovations in Model-Driven Software Engineering. - : IGI Global. - 9781466644953
-
Bokkapitel (refereegranskat)abstract
- By consideration of scientific paradigm shifts, in this chapter the authors evaluate possible parallels in the evolution of modelling, and particularly metamodelling and modelling language construction, as a basis for evaluating whether or not the time is ripe for a similar change of direction in model language development for software engineering. Having identified several inconsistencies and paradoxes in the current orthodoxy, they then introduce a number of ideas from outside software engineering (including language use, philosophy, and ontology engineering) that seem to solve many of these issues. Whether these new ideas, together, are sufficient to create a shift in mindset or whether they are simply the stimulus for others to create new and orthogonal ideas remains to be seen. The authors urge the modelling and metamodelling communities to search out that new orthodoxy (i.e. instigate a paradigm shift) that will, necessarily, ensure that the science will offer simpler and more satisfying solutions in the years to come.
|
|
| 2. |
- Hudson, Brian, et al.
(författare)
-
Developing mathematical thinking in the primary classroom : liberating teachers and students as learners of mathematics
- 2015
-
Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 47:3, s. 374-398
-
Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.
|
|
| 3. |
- Henderson-Sellers, Brian, et al.
(författare)
-
Situational Method Engineering
- 2014
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- While previously available methodologies for software – like those published in the early days of object technology – claimed to be appropriate for every conceivable project, situational method engineering (SME) acknowledges that most projects typically have individual characteristics and situations. Thus, finding the most effective methodology for a particular project needs specific tailoring to that situation. Such a tailored software development methodology needs to take into account all the bits and pieces needed for an organization to develop software, including the software process, the input and output work products, the people involved, the languages used to describe requirements, design, code, and eventually also measures of success or failure.The authors have structured the book into three parts. Part I deals with all the basic concepts, terminology and overall ideas underpinning situational method engineering. As a summary of this part, they present a formal meta-model that enables readers to create their own quality methods and supporting tools. In Part II, they explain how to implement SME in practice, i.e., how to find method components and put them together and how to evaluate the resulting method. For illustration, they also include several industry case studies of customized or constructed processes, highlighting the impact that high-quality engineered methods can have on the success of an industrial software development. Finally, Part III summarizes some of the more recent and forward-looking ideas.This book presents the first summary of the state of the art for SME. For academics, it provides a comprehensive conceptual framework and discusses new research areas. For lecturers, thanks to its step-by-step explanations from basics to the customization and quality assessment of constructed methods, it serves as a solid basis for comprehensive courses on the topic. For industry methodologists, it offers a reference guide on features and technologies to consider when developing in-house software development methods or customising and adopting off-the-shelf ones.
|
|
