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.
|Publication status||Published - 1 Sep 2014|
- Didactic scaffolds
- Indirect measurements