Of force (in some circumstances even more than 1). Figure eight shows the frequencies for the different forces quoted. The objective to introduce the gravitational force or weight may be the most quoted (21 ). The motivation to introduce the force acting on a body by make contact with is definitely the second a lot more frequent objective (14 ). Muscular force also has some relevance. The introduction of other forces which include friction and magnetic force and force related to rotatory motion alsoEduc. Sci. 2021, 11,18 ofhave some relevance. Ultimately, in a number of situations the function of everyday life emerged in evoking (361 ), creating folks live (eight ), explaining (20 ), generating individuals comprehend (639 ) a force.Figure 8. Disciplinary motivation associated for the introduction, comprehension of a precise sort of force (legend: F1 gravitational/weight force; F2 Elastic force; F3 Magnetic/electric/e.m. force; F4 friction force; F5 force acting on an object by make contact with; F6 centrifugal/centripetal force; F7 force of a system/wind force, etc.); F8 muscular/physical force.3.eight. Didactic Motivation With regards to the outcomes related to the justification of didactic effectiveness, as seen in Table 12 and Figure 9, the distribution is bimodal with the prevalence of categories C1.2 (experiences lived by the youngster) and C5 (justification related to comprehensibility). However, category C2 (Justification associated to intention to act didactically) is properly represented with insignificant variations.Figure 9. Distribution from the categories related to Didactic Motivation.Educ. Sci. 2021, 11,19 ofTable 12. Frequencies of occurrences related to categories referred to Didactic motivation. C1.1 MIB UD UR TOT 42 17 28 87 C1.two 51 67 57 175 C2 69 49 38 156 C3 56 32 2 90 C4 3 two six 11 C5 44 75 49 168 C6 46 24 30 100 TOT 311 266 210The 3 distributions are really similar to the distribution from the averages (continuous line). In other words, there don’t appear to be important variations from the imply (Figure 9). Extra particularly, the highest Apilimod custom synthesis frequency is located for category C1.2 “evocation of experiences lived and/or Fluo-4 AM In Vivo observed by the child”. The student interprets a specific representation the more comprehensible the a lot more familiar it’s to the child. Yet another category widely reported by respondents was C5 “Justification connected to comprehensibility,” which is, a justification primarily based around the clarity and intuitiveness with the proposed representation that will not require the support of other mediators to become understood. The frequency of category C2 “justification linked for the intention to act didactically” can also be high. We point out that this outcome could possibly be influenced by the context of administration: the sample, as we currently stated, was the truth is created up of students of Primary Education Sciences who usually simulate the teaching activities associated to their profession. Nonetheless, category C1 may be the 1 using the highest frequency, if we think about together categories C1.1 and C1.2, which each refer to the justification of the didactic effectiveness from the representation that we labeled “evocative”, which is, based on the evocation of day-to-day experiences from the youngster or of third persons. The distribution on the responses on the three universities, as we mentioned, is very comparable towards the distribution with the averages. Looking at the absolute values, essentially the most significant variations within the 3 universities are found, respectively, within the case of C5, much more frequent within the Udine sample, and in the case of C3, which is hardly ever present within the Urbino sam.
