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Teaching and Learning Electricity: The Relations Between Macroscopic Level Observations and Microscopic Level Theories

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International Handbook of Research in History, Philosophy and Science Teaching

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.

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Notes

  1. 1.

    Furio and Guisasola (1998), Rainson et al. (1994), and Viennot and Rainson (1992).

  2. 2.

    Barbas and Psillos (1997), Cohen et al. (1983), Dupin and Joshua (1987), McDermott and Shafer (1992), and Shipstone et al. (1988).

  3. 3.

    Duit and von Rhöneck (1998), Psillos et al. (1988), and Testa et al. (2006).

  4. 4.

    Duschl (2000), Matthews (1994), McComas et al. (2000), Rudge and Home (2004), and Wandersee (1992).

  5. 5.

    Clough and Olson (2004), Izquierdo and Aduriz-Bravo (2003), Seroglou et al. (1998), and Solomon (2002).

  6. 6.

    Benseghir and Closset (1996), Eylon and Ganiel (1990), Furio et al. (2004), Park et al. (2001), Thacker et al. (1999), and Viennot (2001).

  7. 7.

    Cohen et al. (1983), Duit (1985), Härtel (1985), Psillos (1998), and Psillos et al. (1988).

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  1. Department of Applied Physics, University of the Basque Country, San Sebastián, Spain

    Jenaro Guisasola

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  1. School of Education, University of New South Wales, Sydney, New South Wales, Australia

    Michael R. Matthews

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© 2014 Springer Science+Business Media Dordrecht

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Guisasola, J. (2014). Teaching and Learning Electricity: The Relations Between Macroscopic Level Observations and Microscopic Level Theories. In: Matthews, M. (eds) International Handbook of Research in History, Philosophy and Science Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7654-8_5

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