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Teaching formal methods for program development and verification (Panel Session)

Authors:

Susan L. Gerhart,

Eric C. Hehner,

Harlan D. Mills Moderator:

A. Joe TurnerAuthors Info & Claims

ACM SIGCSE Bulletin, Volume 15, Issue 1

Page 50

https://doi.org/10.1145/952978.801011

Published: 01 February 1983 Publication History

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Abstract

A. Joe Turner

The role of formal methods for program development and verification in computer science curricula will be discussed. The panel members will address the questions

1) What should be taught?

2) When should it be taught?

3) What are the objectives in teaching this material?

4) What are the problems in teaching this material at this level?

The panel members and an outline of their positions is given below.

Susan L. Gerhart

Certain things are understood to be needed for applying verification technology to actual software. The basic knowledge needed to apply verification methods using current technology to large-scale problems will be discussed, based on actual experience in using the technology in such areas as database systems, operating systems, and communications systems.

Eric C. Hehner

The Dijkstra/Gries approach to program development is an important and useful component of the computer science curriculum. Good programmers use this approach informally, and instruction in the formal methods can provide the understanding that will improve average programmers. Although the subject matter is currently taught at the senior/graduate level at Toronto, it should be taught earlier, for example during the second year. Teaching the material earlier does require a different approach, however, and good student preparation in logic would be essential for success.

Harlan D. Mills

Formal methods and a large structured set of principles for program design and verification should be taught early in the computer science curriculum. Instruction in programming can be improved by teaching a large set of small principles, and teaching by apprenticeship. Students learn easier and faster when they are freshmen than later after they have become hackers.

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Information

Published In

ACM SIGCSE Bulletin Volume 15, Issue 1

Proceedings of the 14th SIGCSE technical symposium on Computer science education

February 1983

301 pages

ISSN:0097-8418

DOI:10.1145/952978

Issue’s Table of Contents

SIGCSE '83: Proceedings of the fourteenth SIGCSE technical symposium on Computer science education
February 1983
307 pages
ISBN:0897910915
DOI:10.1145/800038
Chairmen:
Larry K. Cottrell,
Sheau-Dong Lang,
A. Joe Turner

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 01 February 1983

Published in SIGCSE Volume 15, Issue 1

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