The distinction between traditional theories and cognitive semantics theory in the study of personification of objects and phenomena is that in the former this process is a linguistic one though in the latter, it is a conceptual process and a kind of ontological metaphor. Furthermore, in Cognitive semantics, the cognitive mechanism of personification and the relevant conceptual mappings are accounted for both extensively and in great detail.Considering the second approach to personification-that is, cognitive metaphor theory, this paper tries to have a linguistic analysis of ABSTRACT/non-human CONCEPTS' personification in the Holy Qura’n. The main research question is which non-human CONCEPTS of Quran are expressed with meaning components of HUMAN. Moreover, how a unique model can be found to explain the conceptual relations of Human/non-human in the language of Quran. The research data include all Qur' anic expressions of the Holy Quran in which, according to the principles of Lakoff-Johnson' s cognitive theory (1980), some non-human phenomena are conceptualized as human. The research findings show that to express some of its ABSTRACT religious CONCEPTS, Qura’n language has used concrete concept of HUMAN or PERSON. Moreover, in all NON-HUMAN AS HUMAN conceptualizations, the data confirm the principles of Cognitive Metaphor Theory.

The focus of this study was to clarify the degree of relationship between field Transfer of Learning by means of application in the modern physics (laser) and common field. To achieve this goal an intact group of 85 students in introductory level college in Shahreray zone in Tehran in Iran participated in test. The major objectives of the test were to investigate students’ transfer of physics learning from their experiences of watching laser applications to the provided physical models, from one model to the other and from the models to the modern physics (laser) problems. To find the degree of relationship between tow variables point- biserial correlation coefficient was used. To compare the mean scores of the tow variables the independent T-test technique was used. The result of the statistical analyses revealed that in the knowledge domain that was significant difference between the control and the experimental groups.

Poets in different periods have used the color element to induce their desired meanings and CONCEPTS. The color element is one of the key and widely used points in Attar's Masnavi. He has used the power of associating the meanings of colors artistically and often using rhetorical elements. This research shows how Attar has used the element of color and which meanings and CONCEPTS have been expressed and displayed with the help of colors. The data collection tool and the data collection method are libraries. The research method is descriptive-analytical. Achieving the role of colors in expressing mental meanings and CONCEPTS, as well as the use of ABSTRACT colors to express some of the important mystical CONCEPTS desired by the poet, are among the achievements of this research. The result shows that in Attar Masnavi, the frequency of two colors, black and white, is higher than other colors and ABSTRACT colors have the lowest frequency. The most desirable colors in Attar's intellectual system are ABSTRACT colors and have much broader meanings than ordinary colors and are often made by the poet's own mind. Sometimes colors in the lyrical and romantic semantic context have found a semantic and rhetorical function to express physical beauty in order to explain mystical teachings.

This paper attempts to analyze the semantic spatialization of some ABSTRACT CONCEPTS in the language of Quran. It has been carried out based on Lakoff-Johnson's 1980 theory of cognitive metaphors-orientation metaphors. The main research question is whether concrete space CONCEPTS influence the transition of ABSTRACT CONCEPTS or those not related to place or space, and whether the mapping of these two CONCEPTS can be dealt with through cognitive theory of metaphor. For this reason, words, expressions, and metaphorical focuses denoting the spatial CONCEPTS of "front, back, near and far" were extracted from the Holy Quran. The findings show that the ABSTRACT CONCEPTS of "importance, attention and failure" are spatialized through FRONT/BACK CONCEPTS. Moreover, "greatness, enmity, and doing affairs" are the non-spatial ideas, conceptualized by "FAR/ NEAR" CONCEPTS.

Learners have the opportunity to reason, analyze, innovate, self-evaluate and refine ideas using appropriate teaching tools. Analogy is a good tool for the pedagogical process. The teacher can use this tool in the field of action and by choosing the right one from different analogies and different patterns, he can perform his facilitating role more effectively. Therefore, chemistry educators will have a creative field to try the various dimensions of this approach by using credible resources and facilities of the educational environment and reflecting on their experiences in chemistry classes. In this study, the stages of deduction of analogy are explained first and then examples of valid analogies whose effectiveness has been significant in international research on the teaching of some CONCEPTS of soluble chemistry are examined.

Given the significant role of conceptual metaphors in understanding ABSTRACT CONCEPTS in the children’ s development, the present study was conducted for designing and standardization a test of embodied conceptual metaphors in the Persian language. The test administrations will allow us to investigate the process of understanding ABSTRACT CONCEPTS in normal five-to-seven-year-old children. In the present study, 171 embodied conceptual metaphors were extracted from the Persian dictionaries. The metaphors were related to four sensory-motor organs i. e. ears, eyes, hands, and legs. The researchers attempted to investigate the understanding of ABSTRACT CONCEPTS by using conceptual metaphors in 30 five-to-seven-year-old children having a normal development. 39 metaphors having more than 30% of correct answers were selected. In the next phase, a test was designed that was composed of two parts (audio and visual) based on these 39 metaphors; the understanding of ABSTRACT CONCEPTS were investigated in 200 five-to-seven Persian speakers. Based on the mean score acquired from both age groups, given the development process of ABSTRACT CONCEPTS, it was indicated that in comparison to five-to-six-year-old children, six-to-sevenyear-old children showed a better performance for understanding ABSTRACT CONCEPTS; the difference was significant. Moreover, the findings of the present study indicated that in comparison to the visual test, children had a better performance in responding to the audio test. Moreover, the boys and girls were not significantly different regarding understanding ABSTRACT CONCEPTS. The findings of the present study can be applied in rehabilitating and treating the disorders related to the understanding of ABSTRACT CONCEPTS.

Purpose: Metaphors are grounded in correlation with embodiment experience, and any defect in the sensory-motor system leads to the lack of bodily experiences and, consequently, to a lack of understanding of ABSTRACT CONCEPTS, including metaphors. Poor understanding of metaphor is one of the main characteristics of autism spectrum disorder. Due to the linguistic nature of metaphors and the lack of similar results in previous research, it is necessary to study the comprehension of metaphor and its effective factors in Persian-speaking children with autism. Methods: In this study, 20 Persian-speaking primary school children with autism were selected from autism centers (Peyke honor, Besharat, and Payambare Azam) in Tehran (age of 7 to 11 years) and after performing a language test, 11 children with a language age of 5 to 6 years were selected and compared with 11 normal language-matched children. To examine the understanding of embodiment metaphors in Persian, Soltani et al (2021). test was used and to evaluate the language level of autistic and normal children, language development test of Nilipour et al (2021) was used. Results: The results showed that the comparison of metaphor Comprehension between the two groups showed that in all three scores, ie visual metaphor Comprehension score, auditory metaphor comprehension score and general metaphor Comprehension score, there is a significant difference between the two groups of children with autism and normal children (p<0/000). In both groups, the average Comprehension score of visual metaphors is lower than auditory metaphors. In children with autism, there is a positive correlation between language and metaphorical understanding in all tasks except auditory discrimination, morphology, and syntactic perception. Conclusion: Therefore, Persian-speaking children with autism are weak in comprehending metaphors in both visual and auditory channels and need attention, assessment and treatment, and attention to related factors such as can be useful in designing their treatment protocols.

New ideas that learners encounter in the content of basic sciences and courses with ABSTRACT meanings are often outside their conceptual domain and often lead to alternative and misunderstood CONCEPTS. Therefore, educators need a way to teach that content and process are not blocked in the way of inclusive learning with alternative CONCEPTS. In this article, the POGIL method is introduced as an approach to improve learners' learning. The POGIL method was first developed for undergraduate chemistry courses and has now spread to high school chemistry, biology classes and many other disciplines. POGIL approach with an exploratory and active base, allows the instructor in the field of action to combine her/his POGIL activities and different methods to perform her/his leadership role optimally. In this paper, the steps of implementing the POGIL approach are explained and then the steps of its implementation on the concept of pure and impure matter, mixtures and saturation of solutions are examined as an example.