Open AccessAnalysis of the explanations of pre-service physics teachers about the Faraday Cage Effect and the Pointed Conductor Effect
Author(s) -
Nuria Toledano Garrido,
Víctor López,
Roser Pintó
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1929/1/012031
Subject(s) - faraday cage , conductor , mathematics education , cage , electric field , physics , service (business) , engineering physics , psychology , engineering , quantum mechanics , magnetic field , mathematics , geometry , economy , structural engineering , economics
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.