Analogies serve a vital role in the process of communicating and sharing ideas among people who have disparate backgrounds and perspectives.
We are neither teachers nor students with respect to one another here in this community; rather, we are colleagues who come from so many different walks of life that we may as well be speaking different languages at times.
Analogies help bridge that gap by leveraging concepts that are nearly universally shared or understood.
Almost all of us eat, sleep, change our clothes, yearn to practice in the arts of procreation, and navigate the planet by some means of motorized horseless carriage. Providing plenty of fertile ground for analogies and metaphors as we aim to communicate with one another on the generalized topic of computer science.
What's not to like?
Teachers use analogies to build conceptual bridges for students between what is familiar (an analog concept) and what is new (a target concept). The Teaching With Analogies Model (e.g., see Glynn, 1995, p. 27) includes these 6 steps: (1) Introduce the target concept, (2) Review the analog concept, (3) Identify relevant features of the target and analog, (4) Map similarities, (5) Indicate where the analogy breaks down, and (6) Draw conclusions.
http://www.coe.uga.edu/twa/
We are neither teachers nor students with respect to one another here in this community; rather, we are colleagues who come from so many different walks of life that we may as well be speaking different languages at times.
Analogies help bridge that gap by leveraging concepts that are nearly universally shared or understood.
Almost all of us eat, sleep, change our clothes, yearn to practice in the arts of procreation, and navigate the planet by some means of motorized horseless carriage. Providing plenty of fertile ground for analogies and metaphors as we aim to communicate with one another on the generalized topic of computer science.
What's not to like?