1. Abak, A., Eryilmaz, A., Yilmaz, S., & Yilmaz, M. (2001). Effects of bridging analogies on students’ misconceptions about gravity and inertia. Hacettepe Universitesi Egitim Fakultesi Dergisi, 20(20), 1-8.
2. Aretz, S., Borowski, A., & Schmeling, S. (2016). A fairytale creation or the beginning of everything: Students’ pre-instructional conceptions about the big bang theory. Perspectives in Science, 10, 46-58. https://doi.org/10.1016/j.pisc.2016.08.003
3. Asghar, A., & Libarkin, J. C. (2010). Gravity, magnetism, and “down”: Non-physics college students’ conceptions of gravity. Science Educator, 19(1), 42-55.
4. Bailey, J. M., Coble, K., Cochran, G., Larrieu, D., Sanchez, R., & Cominsky, L. R. (2012). A multi-institutional investigation of students’ preinstructional ideas about cosmology. Astronomy Education Review, 11(1). https://doi.org/10.3847/AER2012029
5. Bar, V., Brosh, Y., & Sneider, C. (2016). Weight, mass, and gravity: Threshold concepts in learning science. Science Educator, 25(1), 22-34.