On the Cognitive Traps in Physics and Its Teaching Strategies: An Analysis Based on Conceptual Metaphor Theory

Abstract

Conceptual metaphor is the core tool of physical thinking, but it may become the source of misunderstanding in learning although it has helped students understand abstract concepts. Based on the conceptual metaphor theory, this paper systematically discusses the metaphor trap in physics learning and its teaching strategies. The findings are as follows: (1) Metaphorical language of concepts such as force, current, heat and wave-particle duality leads to systematic mistakes such as consumption misunderstanding, path selection misunderstanding, storage misunderstanding and tunneling misunderstanding; (2) These misunderstandings stem from the interactive cycle of grammatical structure in language, ontological dislocation in cognition and lack of metaphorical consciousness in teaching; (3) To break this cycle, we need to cultivate metaphorical awareness, coordinate the use of multiple metaphors, carry out "removing metaphor" training, and integrate historical reflection and other teaching strategies. This study provides a theoretical basis and practical path for physics teachers to identify and deal with cognitive obstacles caused by language.