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We introduce here a special issue of this journal on the theme of ‘Conceptual Metaphor and Embodied Cognition in Science Learning’. The idea for this issue grew out of a symposium that we organized on this topic at the conference of the European Science Education Research Association (ESERA) in September 2013. The eight papers collected in this issue reflect the emergence of a critical mass of studies in science education applying ideas from the perspective of ‘embodied cognition’in cognitive science. Up until the 1980s, most research in cognitive science assumed a view of the mind as an abstract information processing system. On this view, our sensorimotor systems were often seen as serving a peripheral, input/output role, conveying information to or from a central cognitive processor where abstract, higher level thought took place. The research focused on developing models of cognition incorporating …