Abstract
There are few didactic studies concerning the difficulties met by students inunderstanding the meaning of capacitance in a charged body. However, theunderstanding of capacitance can be a good indicator of the Students' learningof electrostatic theory in general. To describe Students' difficulties in learningthis concept we have considered, on the one hand, that individuals constructmental representations in order to help their understanding of the way a physicalsystem works under varied circumstances. On the other hand, a critical study ofthe history and epistemology of science is likely to enlighten us teachers andresearchers about the presence of qualitative leaps in the evolution of a concept.Thus, the consideration by teachers of these `discontinuities’ between meaningsfor the same concept, may lead them to understand Students' difficulties on learningit. We developed a historical study of the development of the capacitance conceptand an empirical study with students to identify historical and learning difficulties.The results obtained seem to show that most of the students who reason aboutaspects related to the charge of bodies and capacitance feel more comfortablewhen they talk in terms of charge than in terms of electric potential in a similarway to the first explanations of the early electric theories.
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Guisasola, J., Zubimendi, J.L., Almudí, J.M. et al. The Evolution of the Concept of Capacitance Throughout the Development of the Electric Theory and the Understanding of Its Meaning by University Students. Science & Education 11, 247–261 (2002). https://doi.org/10.1023/A:1015248831346
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DOI: https://doi.org/10.1023/A:1015248831346