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Students in interviews on a wave physics topic give answers through embodiedactions which connect their understanding of the physics to other commonexperiences. When answering a question about wavepulses propagating along along taut spring, students' gestures help them recruit information about ballsthrown the air. I analyze gestural, perceptual, and verbal information gatheredusing videotaped interviews and classroom interactions. I use conceptualblending to describe how different elements combine to create new, emergentmeaning for the students and compare this to a knowledge-in-pieces approach.

Using conceptual blending to describe emergent meaning in wave propagation