Acknowledgements
This special issue grew out of a symposium on Conceptual Metaphor and Embodied Cognition in Science Learning at the European Science Education Research Association (ESERA) in September 2013. David Treagust graciously agreed to serve as discussant in this symposium. It was his formal discussant's reflections on the papers included in the symposium and our informal discussions with him afterwards that led to this project. We are grateful to David for encouraging us to put together this special issue.
Disclosure statement
No potential conflict of interest was reported by the authors.