Abstract
Interview discussions following circus acts can provide not only a diagnostic instrument but also an opportunity for delivering advanced scientific ideas to the general public via dialogic teaching.
Highlights
There is general agreement today among physics educators that teachers’ deep understanding of their students’ knowledge is a necessary key step that might significantly help them in their efforts to design effective learning environments [1,2,3,4,5]
One of the central misconceptions regarding circular motion is the existence of so-called centrifugal force: Students mistakenly believe that when an object spins in a circular path, there is real force acting on the object in the radial direction pulling it out of the path
In the present study we decided to change the context of the problem from a usual physics class demonstration to a relatively unusual informal environment of a circus show and investigate the spectators’ ideas regarding circular motion in this context
Summary
There is general agreement today among physics educators that teachers’ deep understanding of their students’ knowledge is a necessary key step that might significantly help them in their efforts to design effective learning environments [1,2,3,4,5]. The other way is providing clinical interviews [10,11] Both ways are mainly limited to the study of solo cognitive, rather than sociocognitive aspects of knowledge. That is, both ways focus on the investigation of concepts and misconceptions of each subject individually. These methods do not relate the influence of the synergic interaction between individuals
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