![](bg6.png)
image schemas. The application of analogy to the
various fields of continuum physics lets him
recognize a fundamental yet simple conceptual
structure - the same as that used in much of human
reasoning, not only in physics but also in
psychological and social situations.
Another example is provided by Falk, Herrmann,
Job, and Schmid (1983), who developed an approach
to teach Gibb’s thermodynamics stressing the use of
substance-like quantities.
We find that the exploitation of the narrative
approach for science education is only in the early
stage. Our novel contribution consists of using it as a
key enabler for a research experience with K-12
students. This implies not just the investigation of a
figurative structure for multicore processors and
their interconnection system, but also of its
suitability for “on-the-field” evolution.
6 CONCLUSIONS
We propose an innovative approach to CS education
at the K-12 level. Our main idea consists of bringing
research experience on parallel computer
architecture within reach of K-12 students, thus
jointly developing their knowledge level of the
matter as well as their personal attitudes. The key
enabler consists of the narrative approach, which we
exploit to overcome the technical knowledge gap of
the target students.
Our future work consists of further developing
the NoC metaphor and the HW/SW prototype for the
research experience, and of testing it in Italian
middle schools.
An educative research (Creswell, 2002; Mortari,
2007) will be conducted on this experience in order
to produce qualitative evidences about the impact of
the educative experience on the children’s thinking.
Qualitative research tools such as video and
audiotapes, interviews and written tasks will permit
to collect data about the experience itself and the
subjective student’s responses. A qualitative analysis
of these data will guarantee the possibility to
describe and assess the expected impact.
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