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Metaphors we teach by

Authors:

Joseph P. Sanford,

R. Benjamin ShapiroAuthors Info & Claims

SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education

Pages 585 - 590

https://doi.org/10.1145/2538862.2538945

Published: 05 March 2014 Publication History

Abstract

In this paper we present an initial study of how metaphors are used by university-level Computer Science instructors. The goal of this research is to gain a better understanding of the role that metaphors play in Computer Science education, to catalog the kinds of metaphors that are used, and to assess their effectiveness in supporting learning. We interviewed 10 educators in Computer Science about the metaphors they have used in the classroom, with a focus on introductory "CS1" programming courses. We analyze these interviews with an existing theory of metaphors, which provides a framework for describing their structure and features. The theory predicts that most metaphors have limitations, and eventually fall apart. Therefore, we also asked educators to assess how far they could push their metaphors with and to describe what happens at the breaking point. Our preliminary findings provide a foundation to inform and guide more in-depth analyses in the future.

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Cited By

Q. Cowit NBarker L(2024)Designing for Interdisciplinary Transfer to Reduce Intrinsic Cognitive Load, Increase Self-Efficacy, and Promote Conceptual Understanding in Introductory ProgrammingProceedings of the 24th Koli Calling International Conference on Computing Education Research10.1145/3699538.3699553(1-13)Online publication date: 12-Nov-2024
https://dl.acm.org/doi/10.1145/3699538.3699553
Harper CRance JOwens PCooper S(2024)Tool-Driven Scaffolding of Student-Generated Analogies in CS1Proceedings of the 8th Conference on Computing Education Practice10.1145/3633053.3633061(5-8)Online publication date: 5-Jan-2024
https://dl.acm.org/doi/10.1145/3633053.3633061
Esche SStephenson BStone JBattestilli LRebelsky SShoop L(2024)Rubric for the Quality of Answers to Student Queries about CodeProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630918(331-337)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630918
Show More Cited By

Index Terms

Metaphors we teach by
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

cover image ACM Conferences

SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education

March 2014

800 pages

ISBN:9781450326056

DOI:10.1145/2538862

Conference Chairs:
J. D. Dougherty
J.D. Dougherty, Haverford College
,
Kris Nagel
Georgia Gwinnett College
,
Program Chairs:
Adrienne Decker
Rochester Institute of Technology
,
Kurt Eiselt
University of British Columbia

Copyright © 2014 ACM.

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 the author(s) 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].

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

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Published: 05 March 2014

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SIGCSE '14

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SIGCSE '14: The 45th ACM Technical Symposium on Computer Science Education

March 5 - 8, 2014

Georgia, Atlanta, USA

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SIGCSE '14 Paper Acceptance Rate 108 of 274 submissions, 39%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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The 56th ACM Technical Symposium on Computer Science Education

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Cited By

Q. Cowit NBarker L(2024)Designing for Interdisciplinary Transfer to Reduce Intrinsic Cognitive Load, Increase Self-Efficacy, and Promote Conceptual Understanding in Introductory ProgrammingProceedings of the 24th Koli Calling International Conference on Computing Education Research10.1145/3699538.3699553(1-13)Online publication date: 12-Nov-2024
https://dl.acm.org/doi/10.1145/3699538.3699553
Harper CRance JOwens PCooper S(2024)Tool-Driven Scaffolding of Student-Generated Analogies in CS1Proceedings of the 8th Conference on Computing Education Practice10.1145/3633053.3633061(5-8)Online publication date: 5-Jan-2024
https://dl.acm.org/doi/10.1145/3633053.3633061
Esche SStephenson BStone JBattestilli LRebelsky SShoop L(2024)Rubric for the Quality of Answers to Student Queries about CodeProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630918(331-337)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630918
Harper CTran KCooper SStephenson BStone JBattestilli LRebelsky SShoop L(2024)Conceptual Metaphor Theory in Action: Insights into Student Understanding of Computing ConceptsProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630812(463-469)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630812
Kunz KMoeller KNinaus MTrautwein UTsarava K(2023)Making the Transition to Text-Based Programming: The Pilot Evaluation of a Computational Thinking Intervention for Primary School StudentsProceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research10.1145/3605468.3609770(1-6)Online publication date: 27-Sep-2023
https://dl.acm.org/doi/10.1145/3605468.3609770
Bettin BOtt LHiebel JLaakso MMonga MSimon Sheard J(2023)More (Sema|Meta)phors: Additional Perspectives on Analogy Use from Concurrent Programming StudentsProceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 110.1145/3587102.3588831(166-172)Online publication date: 29-Jun-2023
https://dl.acm.org/doi/10.1145/3587102.3588831
Bettin BOtt LLaakso MMonga MSimon Sheard J(2023)Pedagogical Prisms: Toward Domain Isomorphic Analogy Design for Relevance and Engagement in Computing EducationProceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 110.1145/3587102.3588830(410-416)Online publication date: 29-Jun-2023
https://dl.acm.org/doi/10.1145/3587102.3588830
Harper CBockmon RCooper SChoppella VPhatak DLuxton-Reilly ACraig M(2023)Investigating Themes of Student-Generated AnalogiesProceedings of the ACM Conference on Global Computing Education Vol 110.1145/3576882.3617914(64-70)Online publication date: 5-Dec-2023
https://dl.acm.org/doi/10.1145/3576882.3617914
Bettin BSarabia AGonzalez MGatti IMagnan CMurav NVanden Heuvel RMcBride DAbraham S(2023)Say What You Meme: Exploring Memetic Comprehension Among Students and Potential Value of Memes for CS Education ContextsProceedings of the 2023 ACM Conference on International Computing Education Research - Volume 110.1145/3568813.3600144(416-429)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568813.3600144
Malan DDoyle MStephenson BDorn BSoh LBattestilli L(2023)Computer Science with Theatricality: Creating Memorable Moments in CS50 with the American Repertory Theater during COVID-19Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569859(603-609)Online publication date: 2-Mar-2023
https://dl.acm.org/doi/10.1145/3545945.3569859
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