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International Journal of Science Education Volume 37, 2015 - Issue 5-6: Conceptual metaphor and embodied cognition in science learning
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Introduction

Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue

Tamer G. AminScience and Mathematics Education Center, Department of Education, American University of Beirut, Beirut, LebanonCorrespondence[email protected]
,
Fredrik JeppssonDepartment of Social and Welfare Studies, Linköping University, Norrköping, Sweden
&
Jesper HaglundDepartment of Physics and Astronomy, Uppsala University, Uppsala, Sweden
Pages 745-758 | Published online: 06 May 2015
 
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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.

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