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ERIC Number: EJ1061025
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-0950-0693
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
Núñez, Rafael
International Journal of Science Education, v37 n5-6 p867-875 2015
The last couple of decades have seen an enormous development in the study of embodied cognition through the investigation of conceptual mappings, such as conceptual metaphor and conceptual blending. Initially, this progress was achieved at a theoretical level, and more recently through empirical research in basic science--from psycholinguistics, to cross-cultural and developmental studies, to cognitive neuroscience. These advancements have begun to be applied to domains such as literary criticism, advertising, law and courtroom settings, theater, and, importantly, they have reached the critical sphere of education in mathematics and science. This present issue constitutes an excellent example of how science education is reaching new levels of research maturity and sophistication, bringing advances from contemporary cognitive science to the study of the richness and complexity involved in the teaching and learning of science. In the spirit of constructive criticism, the author raises here a few points that are problematic in these papers, which usually present difficulties when investigating embodied cognition, conceptual mappings, and gesture production in general.
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A