This study investigates the presence and function of conceptual metaphors in scientific discourse, adopting a cognitive approach that views human conceptualization as inherently metaphorical, embodied, and largely unconscious. Drawing on Lakoff and Johnson’s conceptual metaphor theory, the research examines how these cognitive patterns permeate language and become essential tools for uncovering the mechanisms through which scientific concepts are structured and understood. Focusing on a sample of educational articles, the study identifies the dominant types of conceptual metaphor—directional, ontological, and structural—while analyzing their linguistic manifestations and functional roles within the discourse. The findings reveal that these metaphors provide crucial cognitive scaffolding for scientific argumentation, guiding readers toward specific interpretive paths and reinforcing the pedagogical aims of the texts. Through its multi-level analysis, the study demonstrates that conceptual metaphors play a central role in shaping the epistemic organization of scientific discourse, enabling authors to convey abstract educational ideas through embodied and familiar conceptual patterns. Ultimately, the research underscores the value of metaphor as a cognitive and communicative tool that deepens scientific understanding and enhances the interpretive engagement of readers.