| dc.contributor.author |
Amin, Tamer G. |
| dc.contributor.author |
Jeppsspn, Fredrik |
| dc.contributor.author |
Haglund, Jesper |
| dc.date |
2017 |
| dc.date.accessioned |
2021-05-06T11:56:04Z |
| dc.date.available |
2021-05-06T11:56:04Z |
| dc.identifier |
b19232858 |
| dc.identifier.citation |
Amin, Tamer G., Fredrik Jeppsson, and Jesper Haglund (eds.). Conceptual Metaphor and Embodied Cognition in Science Learning. London: Routledge, 2017. |
| dc.identifier.uri |
http://hdl.handle.net/10938/22543 |
| dc.description |
AUB Faculty Publication. |
| dc.description |
Includes bibliographical references and index. |
| dc.description.abstract |
Scientific concepts are abstract human constructions invented to make sense of complex natural phenomena. Scientists use specialised languages, diagrams, and mathematical representations of various kinds to convey these abstract constructions. This book u |
| dc.format.extent |
xii, 255 pages : illustrations ; 25 cm |
| dc.publisher |
Routledge |
| dc.subject.ddc |
370.1523:C744a |
| dc.subject.lcsh |
Cognitive learning. |
| dc.subject.lcsh |
Science -- Study and teaching -- Psychological aspects. |
| dc.subject.lcsh |
Metaphor. |
| dc.title |
Conceptual Metaphor and Embodied Cognition in Science Learning |
| dc.type |
Book |