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(2014) International handbook of research in history, philosophy and science teaching, Dordrecht, Springer.
Teaching and learning electricity
the relations between macroscopic level observations and microscopic level theories
Jenaro Guisasola
pp. 129-156
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
DOI: 10.1007/978-94-007-7654-8_5
Full citation:
Guisasola, J. (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, pp. 129-156.
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