Hands on Programming: Teachers' Use of Metaphors in Gesture and Speech Make Abstract Concepts Tangible

Autor/inn/en	Larsson, Andreas; Stolpe, Karin
Titel	Hands on Programming: Teachers' Use of Metaphors in Gesture and Speech Make Abstract Concepts Tangible
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 3, S.901-919 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larsson, Andreas) ORCID (Stolpe, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09755-0
Schlagwörter	Programming; Computer Science Education; Figurative Language; Nonverbal Communication; Secondary School Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Programmierung; Computer science lessons; Informatikunterricht; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Metaphors in gesture and speech play a pivotal role in the way that programming concepts are presented in the classroom. However, little is known about the function of teachers' metaphors in practice. This study aims to explore teachers' use of metaphors in gesture and speech in a lecture on programming. Based on video observations of three upper secondary teachers, we employ Metaphor Identification Procedure (MIP) and Metaphor Identification for Gesture Guidelines (MIG-G) as methodological tools for identifying metaphoric speech and gestures related to programming concepts. The results of the study reveal that the gestures of the three teachers mainly function in two ways: (1) to add spatial properties to a programming concept and (2) to provide additional imagery for a programming concept. Consequently, the gestures identified in this study reduce the communicative burden of teachers' speech. Furthermore, the study reveals that teachers' gestures serve as means for making abstract concepts more tangible. For example, gestures concerning the abstract term "data" can generally be related to an object that could be received or moved. Hence, despite its metaphorical origin, data could be considered a graspable aspect of programming. Furthermore, spatial gestures enable the teachers to communicate programming processes in a tangible way, for example assigning programming processes a forward direction. Theoretical implications, potential implications for teaching and future research are discussed in the paper. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01