Conceptual metaphor in teaching/learning electric circuits for student teachers of primary school and kindergarten

Abstract

Integration between cognitive linguistic aspects and physics has been performed in the Physics Education course of the Master's Degree for prospective primary teachers at the University of Udine in Italy. Conceptual metaphors have been introduced to the students, who were then invited to apply the ideas to the electric circuits. In this contribution we present some relevant results of this activity pointing out how students have worked with metaphors, gaining better conceptual understanding on the disciplinary topic.