A framework for appropriate pedagogical use of conceptual metaphor in computing

Abstract

The inherent abstractness in nature and intangibility in essence of computer programming concepts, present weak mental models that make them to be intuitively challenging to be easily understood by students. This remains a key factor in general underperformance of students in computer programming courses. Pedagogical use of metaphors is widely acknowledged as a means of addressing the challenge. As a result, the literature is replete with proposals for metaphor use to enhance understanding of various computer programming concepts, and positive results have been reported. However, the lack of a theory-driven methodological framework for appropriate pedagogical use of metaphors, has slowed progress in this direction. To fill this gap in the literature, a framework for appropriate pedagogical use of metaphors in the teaching and learning of programming concepts is proposed. The framework is developed, employing a triangulation of the theories of Conceptual Metaphor, Experiential Learning, Structure Mapping, and ontology modelling, to provide theoretical and methodological underpinnings for the framework. The result of a proof of concept using the ATM metaphor and programming concepts of Data Processing and Control Structures, stands promising.