Applying Gentner's theory of analogy to the teaching of computer programming |
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| Affiliation: | 1. University of North Carolina, School of Social Work, 325 Pittsboro St., CB#3550, Chapel Hill, NC 27599-3550, USA;2. Factor-Inwentash Faculty of Social Work, University of Toronto, 246 Bloor Street W, Toronto, Ontario, M5S 1V4, Canada;1. Population Council, New York, New York;2. Independent Consultant, Santa Barbara, California;1. University of Vienna, Faculty of Psychology, Vienna, Austria;2. Humboldt-Universität zu Berlin, Berlin School of Mind and Brain, Department of Philosophy, Berlin, Germany;3. University of Vienna, Vienna Cognitive Science Hub, Kolingasse 14-16, 1090, Vienna, Austria |
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| Abstract: | This research empirically tests the postulations of Gentner concerning the properties of explanatory analogy. It does so in the context of teaching programming. The factor analogy was operationalized by varying the clarity and systematicity/abstractness of the analogies used. The dependent variables were score obtained on program comprehension and program composition tasks and the time taken to perform the tasks. Research subjects were 15- to 17-year-olds without prior exposure to computer programming. Differences in age were controlled. The results provide empirical support for Gentner's postulations on the relative goodness of competing analogies. In particular, good explanatory analogies are characterized by clarity and high systematicity/abstractness. |
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