Abstract
Lakoff and Johnson (1980, p.56) claim that most of our normal conceptual system is metaphorically structured; that is, most concepts are partially understood in terms of other concepts. From this viewpoint, metaphorical aspects of children's naive conceptions, concepts and models of science, and science classes are reconsidered. Models of science plays a central role in scientific theory. There are basic metaphorical ideas behind each scientific model. But learners of science may have naive conceptions that are based on different metaphoric ideas from those of the scientists. Learning science therefore necessarily involves getting new metaphoric ideas or modifying one's own metaphoric ideas. The necessity for research based on metaphor is pointed out. Some important proposals for science classes are also made.
