Conceptual Metaphor and Embodied Cognition in Science Learning

ISBN-13: 9780367075842 / Angielski / Miękka / 2018 / 256 str.

Tamer G. Amin; Fredrik Jeppsson; Jesper Haglund

Opis

This book explores how learners make sense of scientific concepts from the perspectives of embodied cognition and conceptual metaphor, assuming that human cognition is grounded in the body, the material, and social contexts in which it is embedded. This book was published as a special issue of the International Journal of Science Education.

Spis treści

Introduction: Conceptual Metaphor and Embodied Cognition in Science Learning  1. The Importance of Language in Students’ Reasoning About Heat in Thermodynamic Processes  2. Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics  3. On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund and Amin  4. Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors  5. Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy  6. Some Challenges in the Empirical Investigation of Conceptual Mappings and Embodied Cognition in Science Education: Commentary on Dreyfus, Gupta and Redish; and Close and Scherr  7. An Analysis of Metaphors Used by Students to Describe Energy in an Interdisciplinary General Science Course  8. Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching  9. From Stories to Scientific Models and Back: Narrative framing in modern macroscopic physics  10. On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs  11. Conceptual Metaphor and the Study of Conceptual Change: Research synthesis and future directions