Designing a teaching sequence for electrostatics at undergraduate level by using educational reconstruction

Building up a comprehension of electrostatics and especially Gauss's law depends on understanding the concept of an electric field. Previous studies demonstrate several learning problems that occur in relation to electrostatics, and the concept of an electric field is one of them. By eliciting information about a student's thinking, it is possible to address the common denominators that form the main obstacles to learning the scientific content of electrostatics. Physics theory at university level is traditionally presented in an abstract and compact form as a result of the evolution of its theory. In this study we approach the problems involved in the teaching and learning of electrostatics by applying the method of educational reconstruction in order to devise more effective teaching. In doing so, we hope to improve students' performance in their adoption of the electrostatics content aimed at in the course.