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

Autor/in	Núñez, Rafael
Titel	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
Quelle	In: International Journal of Science Education, 37 (2015) 5-6, S.867-875 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1025308
Schlagwörter	Stellungnahme; Cognitive Mapping; Concept Formation; Scientific Concepts; Schemata (Cognition); Psycholinguistics; Neurosciences; Figurative Language; Science Education; Teaching Methods; Learning Processes; Energy; Learning Activities; Nonverbal Communication; Language Usage + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Cognition; Schema; Kognition; Psycholinguistik; Neuroscience; Neurowissenschaften; Neurowissenschaft; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Energie; Lernaktivität; Non-verbal communication; Nonverbale Kommunikation; Sprachgebrauch
Abstract	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. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01