Anthropocentric Reasoning of Weight, Friction, Buoyancy, and Air Resistance among Pre-Service Teachers

This study examines anthropocentric misunderstandings among pre-service educators concerning the forces of weight, friction, buoyancy, and air resistance. A total of 476 first-year students in a Greek Primary Education Department completed an open-ended questionnaire regarding the origins of these forces. Qualitative content analysis categorized responses into six classifications: scientifically accurate explanation, medium-based attribution, anthropocentric reasoning, erroneous application of Newton’s third law, mathematical equation, and other/no response. The majority of participants provided precise explanations for weight and friction; however, less than one-third did so for buoyancy and fewer than one-fifth for air resistance. Approximately 18% provided at least one anthropocentric explanation, such as “friction exists to prevent slipping” or “air resistance facilitates parachuting,” with a minor subgroup employing this rationale for all four forces. These findings indicate that purpose-driven, human-centered explanations endure despite recent university instruction, suggesting fragmented mental models. The findings highlight the necessity for teacher education programs to adopt conceptual-change strategies that directly challenge anthropocentric reasoning and facilitate the cultivation of a coherent scientific understanding.