What exactly is a ´concept´? What do ´understanding´ and ´meaning´ actually signifiy? What happens when a student follows a course on a scientific discipline, such as learning object-oriented programming in Java? This research finds a basis for answering these questions. It uses ideas of metaphor and other conceptual blends in conceptual integration networks (CIN) drawn from cognitive science as a theoretical base, and uses interviews with students to relate theory to reality. It analyses students´ discourse into aspects of mental spaces and frames, and identifies how concepts are held in terms of metaphor and blend. A similar analysis is applied to textbooks and other teaching material, and students´ ideas are contrasted with those of a professor. Centrally, it is shown that much of the language used is non-literal. The data is consistent with the use of CINs as a way of modelling concept development. The findings are used as a way of designing and assessing course design and...
