Conceptual metaphor and embodied cognition in science learning (PDF)

Tamer Amin is Associate Professor and Director of the Science and Mathematics Education Center in the Department of Education at the American University of Beirut, Lebanon. His research focuses on the development of scientific understanding and reasoning, with a particular emphasis on how language relates to this process. He is currently co-editing (with Olivia Levrini) a forthcoming Routledge publication entitled Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences.

Fredrik Jeppsson is Assistant Professor in the Department of Social and Welfare Studies at Linköping University, Sweden. His research focuses on the teaching and learning of thermal science at different age levels. He has an interest in embodied cognition and, in particular, how metaphorical language can support students' learning. He currently studies how primary students' meaning-making of science content can be promoted by mediation through different semiotic modes (e.g. verbal language, body language, images, or models).

Jesper Haglund is a Postdoctoral Researcher and Docent in Physics with Specialization in Physics Education at the Department of Physics and Astronomy, Uppsala University, Sweden. His research focuses on the teaching and learning of thermal science at different age levels. He has a particular interest in embodied cognition and how analogies and metaphors can support students' learning. Recently, his study has focused on how infrared cameras can be used in open-ended laboratory activities.