Coordinator: Dean's Office
Ayush Gupta and Tathagata Sengupta
Monday and Thursday (11 AM to 1 PM)
Starting from August 23, 2021
Coordinator: Dr. Mashood K. K.
Dr. Jesper Haglund, Karlstad University, Sweden
Or you can use:
940 5808 5713
Theories from cognitive linguistics have received increasing attention in science education. Conceptual metaphor theory contributes to explaining how recurring embodied experiences can be recruited in understanding abstract concepts. For example, through manipulation of physical objects we form a container image schema, a structure used in language and thought, according to which we can put objects in and take them out of constrained locations, a container. By means of conceptual metaphor, we project this structure to abstract domains and concepts, such as talking about “falling in love” or a substance metaphor of energy. Conceptual blending theory describes how we can draw on experiences from several spaces in understanding a situation in a more flexible way. By selectively drawing on elements and structures from different structures, we form a blended space. In turn, by running the blend, imaging a process within the blended space, new features emerge that do not exist in any of the original spaces. For example, by blending their experiences of throwing balls and interaction with touchscreens, and knowledge of physics and astronomy, students can easily imagine that they throw a planet into orbit in a computer simulation. Intuitive immersion in a simulation environment is a powerful resource in physics education, but students also have to be encouraged to scrutinise how well models they use represent formal physics and the physical world.
Jesper Haglund has a PhD in science education and is a senior lecturer in physics education at Karlstad University, Sweden. His research focuses on how theories of embodiment and cognitive linguistics may be applied in science education, and how technology may enhance our perception for example by use of infrared cameras in learning about thermal phenomena.