ABSTRACT
Those exploring conceptual metaphor in science learning ask how linguistic resources can be used to help refocus image schemas to support more canonical linguistic construals. Here I ask how the conscious manipulation of imagistic resources can be used to help refocus implicit image schemas to support more canonical imagistic construals. Both focus on how we can help students manipulate conscious conceptual resources to better marshal their unconscious and dynamic image schemas into understandings closer to those of scientists. Exploring this question further is likely to have significant educational payoff.
