Advertisement

Design and Implementation of a Lesson Plan for High School Students: A Case Study with Oersted’s Experiment

  • Ana Paula Bispo da Silva
  • José Antonio Ferreira Pinto
  • Éwerton Jéferson Barbosa Ferreira
Chapter
Part of the Science: Philosophy, History and Education book series (SPHE)

Abstract

One of the most common classroom activities related to electromagnetism is to use the “right-hand rule” to describe the direction of the electromagnetic field lines around the wire or the direction of the electric current in the wire. However, the historical episode involved in this simple action was complex. It can work as a good example of how scientific concepts and scientists’ beliefs are related. During the 19th century, experiments with electricity and magnetism were very common. Although many philosophers did not know how to explain their results, those familiar with Naturphilosophie, such as Hans Christian Oersted, hypothesized that electricity and magnetism might be related. This philosophical background helped Oersted to interpret his experiments and the action of the electric current over a compass. The authors used the historical episode in an inquiry lesson plan including hands-on activities, texts about the historical episode, and reports produced by the students, with the aim of satisfying pedagogical requirements and current historiographical recommendations.

Notes

Acknowledgements

The authors acknowledge the financial support of the National Council of Scientific and Technological Development (no. 474924/2012-2).

References

  1. Binnie, A. (2001). Using the history of electricity and magnetism to enhance teaching. Science & Education, 10(4), 379–389.CrossRefGoogle Scholar
  2. Brain, R. M., Cohen, R. S., & Knudsen, O. (Eds.). (2007). Hans Christian Ørsted and the romantic legacy in science: Ideas, disciplines, practices. Dordrecht: Springer.Google Scholar
  3. Caneva, K. L. (1997). Physics and naturphilosophie: A reconnaissance. History of Science, 35(1), 35–106.CrossRefGoogle Scholar
  4. Cavicchi, E. (2003). Experiences with the magnetism of conducting loops: Historical instruments, experimental replications, and productive confusions. American Journal of Physics, 71(2), 156–167.CrossRefGoogle Scholar
  5. Cunningham, A., & Jardine, N. (Eds.). (1990). Romanticism and the sciences. Cambridge: Cambridge University.Google Scholar
  6. Darrigol, O. (2000). Electrodynamics from Ampère to Einstein. Oxford: Oxford University Press.Google Scholar
  7. Golin, G. (2002). Introducing fundamental physical experiments to students. Science & Education, 11(5), 487–495.CrossRefGoogle Scholar
  8. Gower, B. (1973). Speculation in physics: The history and practice of naturphilosophie. Studies in History and Philosophy of Science, 3(4), 301–356.CrossRefGoogle Scholar
  9. Heilbron, J. L. (1979). Electricity in the 17th and 18th centuries: A study of early modern physics. California: University of California Press.Google Scholar
  10. Höttecke, D., & Henke, A. (2015). Physics teachers’ challenges in using history and philosophy of science in teaching. Science & Education, 24(4), 349–385.CrossRefGoogle Scholar
  11. Höttecke, D., & Silva, C. C. (2011). Why implementing history and philosophy in school science education is a challenge: An analysis of obstacles. Science & Education, 20(3–4), 293–316.CrossRefGoogle Scholar
  12. Kipnis, N. (2005). Chance in science: The discovery of electromagnetism by HC Oersted. Science & Education, 14(1), 1–28.CrossRefGoogle Scholar
  13. Koponen, I. T., & Mäntylä, T. (2006). Generative role of experiments in physics and in teaching physics: A suggestion for epistemological reconstruction. Science & Education, 15(1), 31–54.CrossRefGoogle Scholar
  14. Martins, R. A. (1986a). Oersted e a descoberta do eletromagnetismo. Cadernos de História e Filosofia da Ciência, 10, 89–114.Google Scholar
  15. Martins, R. A. (1986b). Experiências sobre o efeito do conflito elétrico sobre a agulha magnética. Cadernos de História e Filosofia da Ciência, 10, 115–122.Google Scholar
  16. McComas, W. (2005). Laboratory instruction in the service of science teaching and learning: Reinventing and reinvigorating the laboratory experience. The Science Teacher, 72(7), 24–29.Google Scholar
  17. Rosa, C. T. W., & Rosa, Á. B. (2012). Aulas experimentais na perspectiva construtivista: Proposta de organização do roteiro para aulas de física. Física na Escola, 13(1), 4–9.Google Scholar
  18. Seker, H. (2012). The instructional model for using history of science. Educational Sciences: Theory and Practice, 12(2), 1152–1158.Google Scholar
  19. Seroglou, F., Koumaras, P., & Tselfes, V. (1998). History of science and instructional design: The case of electromagnetism. Science & Education, 7(3), 261–280.CrossRefGoogle Scholar
  20. Stauffer, R. C. (1957). Speculation and experiment in the background of Oersted’s discovery of electromagnetism. Isis, 48(1), 33–50.CrossRefGoogle Scholar
  21. Tu, M. B. (2000). Electromagnetic induction rediscovered using original texts. Science & Education, 9(4), 375–387.CrossRefGoogle Scholar
  22. Williams, L. P. (2008). Oersted, Hans Christian. Complete dictionary of scientific biography. http://www.encyclopedia.com/doc/1G2-2830903215.html. Accessed 27 May 2016.

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Ana Paula Bispo da Silva
    • 1
  • José Antonio Ferreira Pinto
    • 2
  • Éwerton Jéferson Barbosa Ferreira
    • 3
  1. 1.Department of PhysicsState University of ParaibaCampina GrandeBrazil
  2. 2.State Elementary and Secondary School of the State of Paraiba, Department of PhysicsState University of ParaibaCampina GrandeBrazil
  3. 3.State University of ParaibaCampina GrandeBrazil

Personalised recommendations