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International Journal of Science Education (IJSE)

Référence :  Vol. 37, n°5-6, mars-avril 2015

Thème :  Conceptual metaphor and embodied cognition in science learning

  • Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to special issue, Tamer G. Amin, Fredrik Jeppsson & Jesper Haglund
  • The Importance of Language in Students' Reasoning About Heat in Thermodynamic Processes, David T. Brookes & Eugenia Etkina
  • Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics, Fredrik Jeppsson, Jesper Haglund & Tamer G. Amin
  • On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin, Bruce Sherin
  • Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors, Benjamin W. Dreyfus, Ayush Gupta & Edward F. Redish
  • Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy, Hunter G. Close & Rachel E. Scherr
  • 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, Rafael Núñez
  • An Analysis of Metaphors Used by Students to Describe Energy in an Interdisciplinary General Science Course, Rachael Lancor
  • Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching, Kai Niebert & Harald Gropengiesser
  • From Stories to Scientific Models and Back: Narrative framing in modern macroscopic physics, Hans U. Fuchs
  • On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs, David F. Treagust & Reinders Duit
  • Conceptual Metaphor and the Study of Conceptual Change: Research synthesis and future directions, Tamer G. Amin

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