Abstract
In this work we show an approach based on models, for an usual subject in an introductory physics course, in order to foster discussions on the nature of physical knowledge. The introduction of elements of the nature of knowledge in physics lessons has been emphasised by many educators and one uses the case of metals to show the theoretical and phenomenological dimensions of physics. The discussion is made by means of four questions whose answers cannot be reached neither for theoretical elements nor experimental measurements. Between these two dimensions it is necessary to realise a series of reasoning steps to deepen the comprehension of microscopic concepts, such as electrical resistivity, drift velocity and free electrons. When this approach is highlighted, beyond the physical content, aspects of its nature become explicit and may improve the structuring of knowledge for learners on this subject.
| Original language | English |
|---|---|
| Article number | 065008 |
| Journal | Physics Education |
| Volume | 51 |
| Issue number | 6 |
| Number of pages | 6 |
| ISSN | 0031-9120 |
| DOIs | |
| Publication status | Published - 2016 |