Conceptual metaphor and embodied cognition in science learning

Invented to make sense of complex natural phenomena, scientific concepts are abstract constructions that scientists convey through specialised language, diagrams, and mathematical representations. This book explores how learners make sense of these concepts from the perspectives of embodied cognition and conceptual metaphor, assuming that human cognition – including scientific 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.