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Teaching and learning electricity
the relations between macroscopic level observations and microscopic level theories
pp. 129-156
Abstract
Problems in teaching and learning electricity can be addressed with the help of science history and philosophy. The literature on physics education and on history of science reveals two wide-reaching issues central to teaching electricity: sequencing concepts and identifying appropriate models to explain the macroscopic and microscopic aspects of electricity at different educational levels.
Publication details
Published in:
Matthews Michael R. (2014) International handbook of research in history, philosophy and science teaching. Dordrecht, Springer.
Pages: 129-156
DOI: 10.1007/978-94-007-7654-8_5
Full citation:
Guisasola Jenaro (2014) „Teaching and learning electricity: the relations between macroscopic level observations and microscopic level theories“, In: M. R. Matthews (ed.), International handbook of research in history, philosophy and science teaching, Dordrecht, Springer, 129–156.