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The present paper investigates the degree of influence of the polysemy of the concepts "force" and "pressure" and of everyday language in the formation of the opinions of primary education teacher candidates, regarding these concepts in the context of Physics. The sample of the research was 69 undergraduate students of the 4th semester of the Pedagogigal Department and for the analysis of the results the qualitative research method was followed. The students expressed their opinions in writing about what they believe force and pressure are, while focus groups discussions with randomly selected students followed. The results highlight the diversity of the students" answers, the diversity of their thinking and the fact that their opinions are not necessarily scientifically wrong or conceptually different from the scientifically correct but semantically different, examining them with a strict criterion of their formulation in purely scientific terms.
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Tsichouridis et al. (2024) studied this question.
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