ABSTRACT
I have been asked to comment on two papers appearing in this special issue. The first
paper is The Importance of Language in Students’ Reasoning About Heat in Thermodyn-
amic Processes, by David T. Brookes and Eugenia Etkina. The second is Varying Use of
Conceptual Metaphors Across Levels of Expertise in Thermodynamics, by Fredrik Jepps-
son, Jesper Haglund, and Tamer G. Amin.
