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Abstract
We study the evolution of the explanations made by a group of pre-service physics teachers when experiencing with two different electrostatic phenomena: the Faraday Cage Effect and the Pointed Conductor Effect. By using a teaching and learning sequence (TLS) to help students improve their understanding about these two electrostatic effects, we find that these explanations improve when teachers are able to combine correctly the electric-field model with the charge-distribution model.
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1 CRECIM-Centre de Recerca per a l’Educació Científica i Matemàtica, UAB-Universitat Autónoma de Barcelona, Campus UAB, Edifici GL, 304, 08193, Bellaterra, Barcelona, Spain; Departamento de Física, Universidad de Santiago de Chile, Avenida Ecuador 3493, 9170124, Estación Central, Santiago, Chile
2 CRECIM-Centre de Recerca per a l’Educació Científica i Matemàtica, UAB-Universitat Autónoma de Barcelona, Campus UAB, Edifici GL, 304, 08193, Bellaterra, Barcelona, Spain