title: Formal Models and Refinement for Graphical User Interface Design

authors: Bowen, Judy

subjects: Formal methods

abstract: Formal approaches to software development require that we correctly describe (or specify) systems in order to prove properties about our proposed solution prior to building it. We must then follow a rigorous process  to transform our specification into an implementation to ensure that the properties we have proved are retained. When we design and build the user interfaces of our systems we are similarly keen to ensure that they have certain properties before we build them. For example, do they satisfy the requirements of the user? Are they designed with known good design principles and usability considerations in mind? User-centred design approaches, which incorporate many different techniques which we may consider as informal, seek to consider these issues so that the UIs we build are designed around the needs and capabilities of real users. 

Both formal methods and user-centred design are important and beneficial in the development of underlying system functionality and user interfaces respectively. Given this we would like to be able to use both approaches in one integrated software development process. Their differences, however, make this a challenging objective. In this thesis we present a solution this problem by describing models and techniques which provide a bridge between the existing work of user-centred design practitioners and formal methods practitioners enabling us to incorporate (representations of) informal design artefacts into a formal software development process. We then use these models as the basis for a refinement theory for user interfaces which allows interface designers to retain their informal design methods whilst providing an underlying theory grounded in the trace refinement theory of the Microcharts language.

text: Formal Models and Refinement for Graphical User Interface Design Formal approaches to software development require that we correctly describe (or specify) systems in order to prove properties about our proposed solution prior to building it. We must then follow a rigorous process  to transform our specification into an implementation to ensure that the properties we have proved are retained. When we design and build the user interfaces of our systems we are similarly keen to ensure that they have certain properties before we build them. For example, do they satisfy the requirements of the user? Are they designed with known good design principles and usability considerations in mind? User-centred design approaches, which incorporate many different techniques which we may consider as informal, seek to consider these issues so that the UIs we build are designed around the needs and capabilities of real users. 

Both formal methods and user-centred design are important and beneficial in the development of underlying system functionality and user interfaces respectively. Given this we would like to be able to use both approaches in one integrated software development process. Their differences, however, make this a challenging objective. In this thesis we present a solution this problem by describing models and techniques which provide a bridge between the existing work of user-centred design practitioners and formal methods practitioners enabling us to incorporate (representations of) informal design artefacts into a formal software development process. We then use these models as the basis for a refinement theory for user interfaces which allows interface designers to retain their informal design methods whilst providing an underlying theory grounded in the trace refinement theory of the Microcharts language.

year: 2008

title: A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry

authors: Özmen, Haluk

subjects: acids and bases

abstract: The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry. In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group (N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of 0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps student link concepts, and reduces their alternative conceptions.

text: A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry. In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group (N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of 0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps student link concepts, and reduces their alternative conceptions.

year: 2009

title: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand

authors: Bishop, Russell

subjects: Effective teaching profile

abstract: The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

text: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

year: 2009