Does binding energy bind?

Şahin, Kızılcık, Hasan

doi:10.1088/1361-6552/abe5b7

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…As a final caveat, language-based misconceptions arise in physics [13] and must be carefully addressed before words for such concepts are developed in other languages.…”

Section: Discussionmentioning

confidence: 99%

The origins of physics words

Binder

2023

Eur. J. Phys.

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The predominantly Greek and Latin etymological roots that form the core introductory physics vocabulary are identified. They number slightly over 260. Words with other origins and common suffixes are also listed. Definitions are also given for a group of words that have caused difficulties for students in physics classes, contrasting meanings that are, and are not related to physics. A reverse dictionary of roots, showing the individual origin of about 400 words in all areas of introductory physics is presented in an appendix. The information presented here can inform and assist in developing a physics lexicon in minority and indigenous languages and to create classroom moments that connect the origin of words with everyday life.

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“…As a final caveat, language-based misconceptions arise in physics [13] and must be carefully addressed before words for such concepts are developed in other languages.…”

Section: Discussionmentioning

confidence: 99%

The origins of physics words

Binder

2023

Eur. J. Phys.

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“…Everyday language can cause doubts about the reliability of scientific knowledge and lead to misconceptions. Such misconceptions are called "language-based misconceptions" (Kızılcık, 2021).…”

Section: Levels Of Pseudo-scientific Beliefs and Nos Knowledgementioning

confidence: 99%

Pseudo-Scientific Beliefs and Knowledge of The Nature of Science in Pre-Service Teachers

Şahin

2022

IJRES

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This study aimed to determine the levels of pre-service teachers' nature of science (NOS) knowledge, assess their pseudo-scientific beliefs, and examine the relationship between aspects of their NOS knowledge and these beliefs. It also aimed to determine whether NOS knowledge and pseudo-scientific beliefs depended on the discipline and gender. A survey method was conducted in this study. Data were collected from 215 pre-service teachers who are being educated in different fields in a state university. Two different five-point Likert scales were applied. Scale 1, which has three factors, measured pseudo-scientific beliefs, while Scale 2, which has seven factors, measured NOS knowledge. As a result, pre-service teachers' NOS knowledge was found to be inadequate and their pseudo-scientific beliefs were excessive. All factors of Scale 1 were positively correlated with each other, and they were correlated with some components of NOS knowledge. Significant differences were found between disciplines in the analysis of the factors of Scale 2; however, no significant differences were found between genders.

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“…Energy is a difficult concept to define [1][2][3][4][5][6][7][8][9] and, consequently, to explain [10][11][12][13][14][15][16][17][18][19][20][21]. For decades, physics teaching experts, among others, have developed energy teaching methods to avoid students' misconceptions [22][23][24][25][26][27][28][29][30][31][32][33][34][35]. Under these circumstances, it is understandable that the authors of university and secondary school textbooks have resorted to Joule's famous paddle wheel experiment when introducing the topic 'energy' [36].…”

Section: Introductionmentioning

confidence: 99%