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THE USE OF HISTORY TO IMPROVE SCIENCE EDUCATION

THE USE OF HISTORY TO IMPROVE SCIENCE EDUCATION. Differentiation between magneto-statics and electrostatics. By Varda Bar And Igal Galili Hebrew University of Jerusalem. Parallelism between children’s and historical ideas. There are many instances of this Parallelism.

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THE USE OF HISTORY TO IMPROVE SCIENCE EDUCATION

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  1. THE USE OF HISTORY TO IMPROVE SCIENCE EDUCATION Differentiation between magneto-statics and electrostatics By Varda Bar And Igal Galili Hebrew University of Jerusalem

  2. Parallelism between children’s and historical ideas • There are many instances of this Parallelism. • Gravity, magnetism, and force are only three examples.

  3. Debates about scientific issues of the past can help educators • Understand why children might be confused about certain concepts. • Get ideas for how to clarify ideas and resolve conflicts. • Pick up suggestions for activities. • Use historical anecdotes to provoke conceptual change.

  4. Electrostatics and magneto-statics • Pupils confuse electric current with magnetism • Pupils confuse electrostatic phenomena with magneto-static phenomena.

  5. Example: “Magnetic Current” Adults and children have said: • “Electrical current causes magnetic charges.” • “The current makes lights caused by magnetism.” • “The magnet pushes the current, it is the electrical current that works together with magnetism” • “Electrical current causes magnetic motion.” • “Electricity moves in the wires causing friction, which bring out magnetic attraction.”

  6. Example: Magnetic Attraction • “Electrical attraction was caused by magnetism.” • “The paper was attracted to the comb by its magnetism.” • “During thunder and lightning the clouds are attracted to each other by their magnetism.” • “Any attraction is due to magnetic force.” • “Electric current is also caused by magnetism.”

  7. William Gilbert 1600 • Wrote the first significant scientific book about magnetism, called “De Magnete.”

  8. William Gilbert 1600 • Was the first person to differentiate between magnetic force and the electrostatic force produced by amber. • Suggested the rotating Earth with its magnetic field.

  9. William Gilbert 1600 • Johannes Kepler and Galileo were very interested in Gilbert's magnetic researches because the Copernican cosmology needed a new physics to support it. • Galileo praised Gilbert. Galileo’s efforts to make a truly powerful lodestone for his patrons probably date from his reading of Gilbert's book.

  10. Confusion in Gilbert’s Time (1600) • In Gilbert’s period electrostatics and magnetism were not separated. • Both forces acted at a distance. • Both forces attracted as well as repelled.

  11. Magnetism Only iron and load stone Permanent Not activated by rubbing Not affected by water Electricity Many materials Temporal Activated by rubbing Diminished in the presence of humidity

  12. Successful Learning Opportunities • Simple experiences for elementary school pupils. • Were used to help them differentiate electrostatic from magneto-static attractions. • These experiences helped the teacher relate the cause of natural phenomena to electrostatic attractions

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