Common misconceptions regarding physics concepts in the fairy tales written by the Grimm Brothers
Article Sidebar
Main Article Content
Abstract
The Grimm Brothers’ fairy tales, compiled during the early 19th century, are renowned literary works celebrated for their captivating storytelling and didactic messages. Nevertheless, these narratives frequently incorporate components that defy our current comprehension of physical principles. This paper examines the erroneous beliefs regarding physics that are included in the fairy tales written by the Grimm Brothers. Through the analysis of these myths, our objective is to elucidate how these narratives might lead to a misinterpretation of essential principles in physics and the possible ramifications of perpetuating such misunderstandings.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Burge, E. J. (1967). Misconceptions in nuclear physics. Physics Education, 2(4), 184-187. https://doi.org/10.1088/0031-9120/2/4/302
Carramillo-Going, L., de Castro Calçada Kohatsu, M., & de Paulo, E. A. M. (2018). Fairy Tales and Integral Education. In: Bichara, I., Magalhaes, C. (eds) Children’s Play and Learning in Brazil. Springer, Cham. https://doi.org/10.1007/978-3-319-93599-7_6
Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84. https://doi.org/10. 1080/03057267808559857
Driver, R., Guesne, E. T., & Tiberghien, A. (1985). Children’s ideas and learning science. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children’s ideas in science. Open University Press.
Grimm, J., & Grimm, W. (2015). The original folk and fairy tales of the Brothers Grimm: The complete first edition. Princeton University Press.
Jackson, A. (1973) The Science of Fairy Tales? Folklore, 84(2), 120-141. http://dx.doi.org/10.1080/0015587X.1973.9716505
Kazantzidou, D., & Kotsis, K. T. (2017). Errors and inaccuracies about the environment in fairy tales: An analysis of written text. Science Education Research & Praxis, 61, 9-23.
Kazantzidou, D., & Kotsis, K. T. (2023). Misconceptions for concepts in sciences in Charles Perrault’s fairy tales. Aquademia, 7(2), ep23006. https://doi.org/10.29333/aquademia/13697
Kotsis, K. (2023b). Misconceptions about Science Concepts in Traditional Fairy Tales. EIKI Journal of Effective Teaching Methods, 1(4). https://doi.org/10.59652/jetm.v1i4.65
Kotsis, K. T. (2023a). Alternative ideas about concepts of physics, a timelessly valuable tool for physics education. Eurasian Journal of Science and Environmental Education, 3(2), 83-97. https://doi.org/10.30935/ejsee/13776
Kucheriavyi, O. H. (2022). Didactic fairy tale designing as a key to proactive training of Physics and Mathematics at primary schools. Journal of Physics: Conference Series, 2288(1), 012034. http://dx.doi.org/10.1088/1742-6596/2288/1/012034
Kuzmanovska, D., Koceva, V., Kirova, S., Vitanova-Ringaceva, A., & Ivanova, B. (2022). Using Fairy Tales for Enriching the Vocabulary of Foreign Languages. In 16th International Technology, Education and Development Conference, March 7th-8th, 2022 (pp. 5261-5266). IATED Academy. https://eprints.ugd.edu.mk/29840/1/USING%20FAIRY%20TALES%201365.pdf
Logofatu, D., & Lämmlein, B. (2016). Work in progress: Improving communication skills of engineering students by employing texts such as fairy tales: An interdisciplinary approach. IEEE Global Engineering Education Conference (EDUCON) (pp. 1160-1163), Abu Dhabi, United Arab Emirates. https://doi.org/10.1109/EDUCON.2016.7474702
Piaget, J. (1951). The child’s conception of physical causality. Transaction Publishers.
Piaget, J. (1960). The child’s conception of the world. Adams & CO