Using embodied experiences for science learning: a cognitive linguistics investigation of students’ metaphors in Chinese primary school

Kuai, Xinnan (2025). Using embodied experiences for science learning: a cognitive linguistics investigation of students’ metaphors in Chinese primary school. University of Birmingham. Ph.D.

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Abstract

With increasing theoretical and empirical findings showing the importance of sensorimotor experiences on cognitive processes, science education research has begun to explore the effective use of bodily experiences in teaching and learning. In line with this argument, the embodied education approach, which refers to the active use of embodied experiences during the learning process, has been demonstrated effective in promoting students’ understanding of science concepts by involving their bodily experiences. Although studies in embodied experiences have started to explore students’ understanding of the concepts when physical experiences are involved in the learning process, it is perhaps surprising that little work has been carried out concerning how to integrate students’ everyday embodied experiences. Also, there seems to be little published work that has investigated the relationship between embodiment and context in students’ conceptualisation process.

Following these arguments, this research aims to investigate the impact of embodied experiences and context on science learning, mainly focusing on how it relates to students’ understanding of scientific concepts. The present study adopted a mixed-method research paradigm, and the investigation was conducted through an elicit metaphor analysis approach. A total of 480 Chinese primary school students aged between 9 and 14 years participated in this study. They were asked to create metaphors in the X is Y format (e.g., “Gravity is...because...”) by completing a designed paper-pencil-based questionnaire. A total of 145 students volunteered to participate in follow-up interviews, during which they shared their thought processes while completing the questionnaire. By examining students’ metaphorical conceptualisations of selected concepts and their follow-up interview, the hope was that the results would not only shed light on how students developed their conceptual understanding through their everyday embodied experiences and situated sociocultural context but also how these two factors interplay during this process. In addition, the study aimed to understand students’ metaphor use for scientific concepts and how it connected with their level of conceptual understanding.

The analysis suggests that embodied experience plays an important role in constructing and expressing conceptual understanding. Moreover, students’ conceptual understanding of scientific concepts is also associated with family, school, and internet contexts, which contain numerous symbols that can serve as expressions of conceptual understanding; however, they may also give rise to misconceptions. Both embodied experiences and sociocultural context can serve as cultural tools, becoming significant resources for conceptual understanding. For metaphor use, different types of metaphors can be used to describe various levels of conceptual understanding, but the types of metaphors used for concrete and abstract concepts differ due to their varying relationships with embodied experiences. Additionally, universal metaphors are more often associated with misconceptions.

These findings highlight the importance of addressing specific challenges in science education in China by expanding embodied experiences, emphasising local context, and utilising diverse metaphors. This approach also offers insights for other regions facing similar issues, suggesting ways to tailor science education to their unique background. Additionally, this study introduces metaphor analysis as a research method for examining embodied experiences and context, providing a valuable example for research in this area.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

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