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Dialogic discussions are used to surface conceptual barriers and support revision. This study connects physics education, dialogic teaching, and circus art by introducing DDCT and examining its value for identifying misconceptions and enabling conceptual change. 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(2023) . Physics teaching via dialogic discussions about circus activities.  \nContemporary Educational Technology, 15(2), ep413. [https://doi.org/10.30935/cedtech/12964](https://doi.org/10.30935/cedtech/12964)  \nARTICLE INFO ABSTRACT  \n\n| Received: 27 Oct 2022\u003Cbr>Accepted: 18 Nov 2022 | Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) informal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion,(b) moment of inertia,(c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants’ knowledge and its implementation in circus devices’ analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows) .\u003Cbr>Keywords: physics education, dialogic teaching, informal teaching, misconceptions, conceptual change, circular motion, moment of inertia, torque, heat transfer |\n| --- | --- |\n| INTRODUCTION |  |\n\nCircus art “excites, amazes, and delights”(Gurevich, 1977, p. 1) . It captures the imagination of most children as well as adults bringing to audience the human beauty, courage and passion, glitter, and glamour; making the spectators to laugh and to worry, to feel, and to think intermittently. Most of circus numbers1 (in the basic genres such as acrobatics, equilibristics, juggling, etc.) are based on the principles of Newtonian mechanics. Fire shows can be explained in the terms of classical heat theory; illusion usually applies the principles of classical optics and psychology. The idea of employing certain circus numbers and/or single tricks to illustrate physics principles is not new. For instance, Perelman (1994) in his classical “Entertaining tasks and experiments” as well as, Halliday et al. (2014) in “Fundamentals of physics” present the example of a bicycle  \n1 Classical circus shows are composed of relatively short parts. Each part usually presents a different art (acrobatics, juggling, equilibristics, etc.) and called a number. Certain exercise in a number is called a trick.  \nrider performing a dead loop to illustrate the laws of circular motion.“Fundamentals of physics”(Halliday et al., 2014) also il","cbCaiex9vOAnpmxt","https://ap.wps.com/l/cbCaiex9vOAnpmxt","pdf",1119684,25,"English","# Article info\n## Abstract\n## Introduction\n## Dialogue-based circus teaching (DDCT)","[{\"question\":\"What does the study aim to test about DDCT?\",\"answer\":\"It examines DDCT’s potential to identify misconceptions and facilitate conceptual change regarding physics concepts.\"},{\"question\":\"How was the DDCT data collected in this research?\",\"answer\":\"About 40 DDCT were analyzed from the Israeli KESHET circus, with roughly 5,500 viewers and about 400 participants who actively engaged.\"},{\"question\":\"Which physics topics are covered by the analyzed DDCT examples?\",\"answer\":\"The study analyzes four typical DDCT related to circular motion, moment of inertia, torque, and heat transfer.\"}]","Physics teaching via dialogic discussions about circus activities - Research article | PDF",1792090334,63]