Conceptualizing and understanding global, physical systems like Earth's ocean is challenging. Data visualizations on touch-based technology allow learners to explore systems and facilitate embodied experiences, promoting deeper understanding. We investigated how direct manipulation of data visualizations on a touchscreen table affords meaningful learning of science concepts and practices. Using a conceptual framework informed by embodied cognition and sociocultural theory, we analyzed the use of an application displaying global ocean temperature visualizations. Eleven adult-child groups of two to four participants used a think-aloud procedure during four tasks in a lab setting. We recorded, transcribed, and qualitatively coded resulting utterances, looking for evidence of concepts and practices, group meaning-making, and language that could point to embodied cognition. Participants discussed science content and engaged in scientific practices such as describing patterns and refining ideas. Participants used ontological, orientational, and metonymic conceptual metaphors. We discuss implications and provide suggestions for data visualizations on touch platforms.

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