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The objective of this work is to analyze the explanations of pre-service physics teachers, when they experience with different electrostatic phenomena included in a teaching and learning sequence (TLS) designed for students to use the model of distribution and interaction between electric charges at first, for then promote that they explain certain more complex phenomena with the electric field model. The results show a significant improvement of the students’ explanations throughout the TLS due to several factors, including the teacher’s role. 1 Context and research questions This research is framed within a electromagnetism course in the 3rd year of the Degree in Physics and Mathematics Education at the University of Santiago de Chile (USACH), in which Chilean pre-service teachers learn two key models for their prospective teaching activity: the model of distribution and interaction of electric charges (addressed to 13 years old students), and the model of electric field (addressed to 17 years old students). In this course, we propose a teaching learning sequence (TLS) based on previous research on students understanding of electrostatic concepts [1]. This TLS combines classroom group discussions [2], students’ transfer of knowledge into new context [3], inquiry and modeling activities [4], and interactive demonstration [5]. The structure of the TLS includes students’ prediction, observation, contrast, formalization and application, in which students deal with different electrification methods on dielectric materials (for example, attracting pieces of paper by a charged dielectric), induction on conductive materials (ex: induction of an electroscope by a Van de Graaff generator), electric field representation (ex: alignment of threads in oil by a circular electrode) or electric flux and Gauss's Law (ex: measurement of electric potential in a system of concentric electrodes). In this context we wonder: 1. How do a group of pre-service physics teachers use the ideas of electric charge and electric field to explain different electrostatic phenomena, and how do these explanations evolve along the TLS? 2. What aspects of the experiences and the teaching approach used affect the evolution of the explanations?

Analysis of the learning of electrostatic concepts in pre-service physics teachers