How can we measure it? Seven inquiry contexts to detect and correct misconceptions about units and magnitudes

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    2 Citations (Scopus)

    Abstract

    Physics learning activities can present difficulties to detect and correct students misconceptions about magnitudes and units. To this end, we have set up a didactic sequence based on inquiry-based science education approaches where students are asekd to solve several enigmas and design strategies to perform measurements. Results are discussed together with comments about a didactic scaffold used to promote the scientific skills of the students.
    Original languageEnglish
    Pages (from-to)398-409
    JournalRevista Eureka
    Volume11
    Issue number3
    DOIs
    Publication statusPublished - 1 Sep 2014

    Keywords

    • Didactic scaffolds
    • Indirect measurements
    • Inquiry
    • Magnitudes
    • Physics

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