Abstract
A substantial body of research has accumulated on the use of metaphor and analogy in science, their role in the construction of novel concepts during learning, and their strategic deployment in instruction. Despite this significant body of work, we still do not have a coherent picture of the role of metaphor in how a specific scientific concept comes to be understood. This chapter draws on the theories of conceptual metaphor and blending to put forward a perspective on how metaphor makes a scientific concept accessible; crucially, the account coordinates analyses of the roles of metaphor in science, learning and instruction. The chapter offers a case study of the concept of energy to illustrate the perspective.
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